From Darkness to a Sparkling ELT Connected Community

I was invited to open the new edition of the Brasilia BRAZ-tesol Chapter, an invitation that made me very honored. I will share my endeavour as a practically computer illiterate just about two years ago to the professional I have become after I started blogging and the benefits from doing so. I tell you, If I have managed to succeed, everyone can. Thanks for your support as readers. Hope to see you at Livraria Cultura, Casa Park, Nov 5th, 2:30 pm!

Sunshine Barry and the Disco Worms: Possessive Adjectives

This is a great animated movie, especially because it talks about being different and fighting against prejudice. The music is great, especially if you like disco music. The scene is full of visual input, so it is perfect for beginners.

A. Watch the movie segment and complethe the blanks with possessive adjectives
(My, Your, His, Her, Its, Our, or Their).

1. The scene is about a worm. _____________ name is Barry.


2. Barry has an album. __________ name is Greatest Disco Hits 77.


3. Barry's mother is at the door. ___________ mother is not happy.


4. She talks to Barry. __________ voice is very loud.


5. Barry can't stop dancing. _________ tail is dancing too.


6. He's wearing a suit and a tie. __________ colors are black and white.


7. The books and records are __________ dad's stuff.


8. He lives with his father and mom. Barry lives in __________ house.


9. Barry's mother has a funny face. _________ eyes are big and ________ hair is brown.


10. - Do you like disco music? What's _________ favorite kind of music?

- ___________ favorite kind of music is samba.



Answer key; 1. his, 2. its, 3. his, 4. her, 5. his, 6. their, 7. his, 8. their, 9. her - her, 10. your - my.


WORKSHEET

MOVIE SEGMENT DOWNLOAD - SUNSHINE BARRY AND THE DISCO WORMS

Monsters Inc.: Describing People (Monsters)'s Physical Appearance

This movie is great and this scene is excellent for the students to practice describing people, but this time describing monsters. It is even more fun than describing people and you can use all the vocabulary taught.

A. Write down the characteristics we use to describe people under the correct verb column. To Have or To Be.

HAIR

EYES

FAT

THIN

SHORT

TALL

CHUBBY

SLIM

ARMS

LEGS

HEAVY

MEDIUM-BUILT

Answer key:

To Have:

He has ...

(Hair, Eyes, Arms, Legs)

To Be:

He is ...

(Fat, Thin, Short, Tall, Chubby, Slim, Heavy, Medium-Built)

B. Watch the movie segment and then describe the monsters below, using the words in exercise A. Make sure you say, for example, how many eyes, legs, arms the monsters have and their colors too.

C. Draw a monster. Be creative. Don't show it to anyone.

D. Describe your monster to a partner. Your partner draws what he/she listens.

E. When you both finish, show each other the original monster and the monster your friend drew, based on your dictation. Check how similar they are.


WORKSHEET

MOVIE SEGMENT DOWNLOAD - MONSTERS INC

X 2 - X-Men Reunited: Past Continuous x Simple Past

The X-Men series of movies is one of the best cartoon adaptations I know. The mutants have very appealing powers and the story is really clever. I enjoyed it a lot. I used the scenes in which one of the mutants use his power to stop the time to practice both the past continuous tense and the simple past tense in a contextualized, fun way. My students loved it. I hope you do too.




A. Watch the movie segment and write down what the people in the shopping mall were doing when the mutant paused the time. Write down at least five sentences describing them. Make sure you use the past continuous tense.




Ex: A lot of people were walking around the mall.


1. _____________________


2. _____________________


3. _____________________


4. _____________________


5. _____________________





B. Work with a partner and share the sentences you have written. Are there any different activities?





C. Now watch the second segment from the same movie. Now write down at least 5 things that happened while the president was speaking live to the American citizens. Make sure you use the simple past tense.


Ex: The president asked the reporters a question about the incident.


1. _____________________


2. _____________________


3. _____________________


4. _____________________


5. _____________________




D. Now check your sentences with a partner. Did you write the same sentences? Can you think of other activities?


WORKSHEET

 MOVIE SEGMENT DOWNLOAD - X-MEN REUNITED

Worksheets

Dear Readers,

I'm glad to say that all the worksheets are already available in each post, and you don't have to use SCRIBD anymore. They had been charging you for my work. If you detect any problems with the links, please, let me know. I'll delete my Scribd account on October 15th. I won't need it, you won't need it anymore. Thanks for your patience and precious feedback.

Imagine That: Quantifiers - Countable x Non Countable

This is a movie for the whole family. It is about a highly imaginative gilr whose imaginary world halps her dad succeed in his business deals. This charming scene is great for quantifiers practicing, especially expressions that go with count and/or non-count nouns.




A. Write the quantifiers below in the correct column:


a little
a bit
no
none
not any
a lot of
plenty of
a few
a number of
several
a large number of
a great number of
lots of
a great deal of
a large amount of


1. QUANTIFIERS WITH UNCOUNTABLE NOUNS



2. QUANTIFIERS WITH BOTH COUNTABLE AND UNCOUNTABLE NOUNS



3. QUANTIFIERS WITH COUNTABLE NOUNS



B. Now watch the segment and fill in the blanks with one of the quantifiers above, according to the information presented in the movie.

To make the pancakes, he poured ___________ flour, and ______________ eggs. They left __________ (flour) all over the kitchen table. They melted ____________ butter and fried ______________ pancakes. She poured ____________ chocolate syrup, ________ hot sauce, _____________ ketchup, and _________ mustard on the pancakes. At the end of the scene, she charged him ____________ money for the pancakes.

WORKSHEET

MOVIE SEGMENT DOWNLOAD - IMAGINE THAT


Answer Key on the worksheet:



a little /a bit / a great deal of / a large amount of / no / none / not any / some / any / a lot of / plenty of / lots of / a few / a number of / several / a large number of /


B. Answers will vary.

WORKSHEETS

Very soon I will provide direct download links to the worksheets straight from each post and you won't have to use scribd anymore. Wait a couple of weeks tops! I have been receiving messages saying scribd has been charging for the worksheets downloads, which is absurd. My main goal is helping teachers and charging for it is against my principles. Thanks for the feedback!

The Beach: Indefinite Articles

This is a great scene for indefinite articles practice. The scene is easy and interesting, and you can also generate discussion on what to take to a desert island.


A. Imagine that you live on a desert island. You can take with you only 10 items from the list below. In groups, check the parentheses of the ones your group would choose. Then complete the blanks of all the items with A, AN, or X (No article).



1. ( ) ...... toothpaste

2. ( ) ...... toothbrush

3. ( ) ...... new pair of swimtrunks

4. ( ) ...... new hat

5. ( ) ...... bottle of vodka

6. ( ) ...... bars of chocolate

7. ( ) ...... aspirin

8. ( ) ...... boxes of tampons

9. ( ) ...... industrial soap

10. ( ) ...... tin of beef curry

11. ( ) ...... batteries

12. ( ) ...... copy of the Daily Telegraph

13. ( ) ...... jasmine tea

14. ( ) ...... lip balm

15. ( ) ...... bath oil

16. ( ) ...... big box of bleach

17. ( ) ...... hair conditioner

18. ( ) ...... cinnamon

19. ( ) ...... anti-perspirant

20. ( ) ...... makeup remover


B. Now watch the segment and check your answers.


C. What would you add to the list?


Answer key:

1. x
2. a
3. a
4. a
5. a
6. x
7. x
8. x
9. x
10. a
11. x
12. a
13. x
14. x
15. x
16. a
17. x
18. x
19. x
20. x



WORKSHEET

MOVIE SEGMENT DOWNLOAD - THE BEACH

The Omen: Inversion after Negation Adverbials

This movie is a remake of the classic The Omen, one of my favorite thrillers of all times. It isn't as good as the original one, but it is a decent version. I used the maternity scene to have students practice inversion after negative adverbials, which is usually a barren, not motivating grammar point. The scene is controversial, the grammar point can be contextualized and a lot of discussion can be generated from the viewing.

A. Watch the movie segment and rewrite the sentences using the given adverbials.

1. Mr. Robert Thorn knew his son had died at birth after he arrived at the hospital.

(Only after) ........................................................

2. He had never thought his baby would die.

(Never) .............................................................

3. Priests don't usually offer orphans as surrogate children.

(Rarely) ...........................................................

4. Mr. Thorn accepted the offer and didn't tell his wife what had happened.

(Not only ... but also)

5. Mr. Thorn didn't share the secret with his wife.

(On no occasion) ............................................

6. This sort of adoption seldom happens in real life.

(Seldom) ........................................................

7. Mr. Thorn didn't know much about the baby's mother.

(Little) ..........................................................

8. Mr. Thorn hadn't decided to keep the child until he saw the baby.

(Not until ) ..................................................

9. Mrs. Thorn will never be able to bear another child.

(Never) ......................................................

B. Discuss the following questions.

1. Did Mr. Thorn act correctly? To what extent? Explain it.

2. How would you react under the same circumstances?

3. What could go wrong in such a situation?

4. Should adoptions be easier so that situations like the one in the segment do not happen often?

5. Is there anyone wrong in this case? The priest, Mr. Thorn, both, or no one?

WORKSHEET

MOVIE SEGMENT DOWNLOAD - THE OMEN

Answer Key:


A.

1. Only after he arrived at the hospital did Mr. Thorn know...

2. Never had he thought ...

3. Rarely do priests offer ...

4. Not only did Mr. Thorn accept the offer but he also didn't tell ...

5. On no occasion did Mr. Thorn share ...

6. Seldom does this sort of adoption happen ...

7. Little did he know about ...
8. Not until he saw the child did he decide to ...

9. Never will Mrs. Thorn be ...

Happy Feet: To Be Supposed to

I think this is one of the best animated movies of all times. I love Prince, and this movie has some of his greatest songs. This scene can be used for several grammar points, such as modal verbs, but I used it for the students to practice the use of to be supposed to, which is a tricky grammar point, especially for us Brazilians. There is not a corresponding cognate or expression, so pupils usually misuse it. The scene is great.

Remember: 'to be supposed to' can mean to be expected or required, not only by duty, but also by law, morality, custom etc, to do something.

A. Read the penguins' motto below and try to figure out what it means:

TOGETHER, WE PREVAIL.
IN WISDOM, WE TRUST.

B. As the motto implies, penguins have a belief that they must act the same way to survive and perpetuate the species. Two important premises: penguins sing; they don't dance. Watch the movie segment now and complete the blanks with affirmative and negative forms of the verb to be supposed to.

1. The most important penguins in the colony are disgruntled because penguins ___________ (dance).


2. Penguins ______________ (live) in harmony.


3. Penguins _____________ (leave) the colony for the "outside" world.


4. The head penguin believes that Mumble, Happy Feet, ___________ (drive) the fish away.


5. The elderly penguins __________ (be) touched. He thinks that Mumble _____________ (go) away.


6. Mumble's father thinks that Mumble ___________ (change) to act like a penguin.


7. Mumble's dad ______________ (drop) the egg.


8. Mumble said he _____________ (be) back when he finds out what happened to the fish.


C. Write down 2 sentences saying what you're supposed to do in the classroom and 2 other ones saying what you aren't supposed to do.

WORKSHEET


MOVIE SEGMENT DOWNLOAD - HAPPY FEET



Answer Key:
1. aren't supposed to dance
2. are supposed to live
3. aren't suppose to leave
4. wasn't supposed to drive
5. aren't supposed to be / is supposed to go away
6. is supposed to change
7. wasn't supposed to drop (have dropped).
8. is supposed to be

NNEST (Non-Native English Speaker in TESOL) of the Month Interview: Isabela Villas-Boas

I'd like to share an interview given by Isabela Villas Boas, which is professionally enriching and rewarding. Isabela is the Casa Thomas Jefferon Academic Coordinator and her knowledge is admirable.

Flushed Away: Present Perfect

This animated movie is simply wonderful. The whole idea of the movie is extremely intelligent and the graphics are amazing. I loved it. I used this scene to practice the present perfect tense because it shows the mouse Roddy doing a lot of things during the day, which hasn't ended yet. I tried to relate Roddy's reality to my students' routine. My students had a great time with it.



I. Write sentences with at least 10 activities you have done so far today:

Ex:

I have brushed my teeth.

I have had fruit for breakfast.


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


II. Now watch the movie segment from the movie Flushed Away. Check the activities Roddy has performed that were the same as yours.



III. Share your answers with a few partners.



IV. Now write down 5 sentences with activities he has performed today, but you haven't yet.

Ex: I haven't listened to music yet.


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







WORKSHEET

MOVIE SEGMENT DOWNLOAD - FLUSHED AWAY

The Longest Yard: The Subjunctive

A. The subjunctive form of a verb is used following verbs or adjectives of urgency, obligation or advisability. Write the words below under the correct column.


Demand - Critical - Insist - Crucial - Propose - Desirable - Request - Essential - Recommend - Important - Suggest - Necessary - Imperative

VERBS / ADJECTIVES

Ex: Demand / Critical

REMEMBER:

Verbs and adjectives that don't express urgency, obligation or advisability don't need the subjunctive


B. Now watch the movie segment and choose the correct alternative for the items below. Make sure you decide whether you will use affirmative or negative form according to the information presented in the movie segment.



1. Paul Crewe thinks that the police are / aren't / be / not be party poopers.

2. It's essential that a drunk driver respects / doesn't respect / respect / not respect a police officer.

3. The officer demanded that Paul left / didn't leave / leave / not leave the vehicle.

4. It's critical that Paul drinks / doesn't drink / drink / not drink while or before driving.

5. According to the reporter, it's imperative that a football player is / isn't / be / not be accused of shaving points*.

* Shaving points in football is to articificially control the score of the game (using the players) so the game score comes in within a certain range. Usually done to manipulate the Las Vegas betting odds.

6. Paul's girlfriend insisted that he got / didn't get / get / not get one more scratch on her car.

7. He hoped everyone liked / didn't like / like / not like the accident he caused.

8. It is crucial that Paul gets / doesn't get / get / not get arrested because of the absurd mess he caused to the city.


C. Class discussion:


- What should happen to Paul Crewe? Should he go to jail, have an alternative sentence like helping the community or assist in institutions, or something else? For how long? Explain it.


WORKSHEET

MOVIE SEGMENT DOWNLOAD - THE LONGEST YARD


Answer Key:
1. are
2. respect
3. leave
4. not drink
5. not be
6. not get
7. liked
8. get

Year One: Future with Be Going To

This movie has funny moments, but I don't strongly recommend it. This scene is appropriate to contrast the uses of be going to in order to express the future.

Read the sentences that were taken from or made about the segment from the movie Year One. Decide the reason the structure to be going to is used and write it in the parentheses.

A. To refer to our plans and intentions: We're going to move to London next year. (= the plan is in our minds now.)

B. To make predictions based on present evidence: Look at those clouds - it's going to pour with rain! (= It's clear from what I can see now.)

1. I'm going to change my head. ( )

2. I'm going to eat the forbidden fruit. ( )

3. Eating a fruit is not going to change your entire life. ( )

4. He's going to ask some questions to test if his friend got more intelligent. ( )

5. The snake is going to constrict him. ( )

6. The snake is going to eat him. ( )

7. He's going to die a virgin. ( )

8. I'm going to go eat more fruit. ( )

WORKSHEET

MOVIE SEGMENT DOWNLOAD - YEAR ONE

Answer key:
1.A

2.A

3.B

4.A

5.B

6.B

7.B

8.A

My Life in Ruins: Like to (Verb) x Like (Noun)

I like this comedy a lot. It shows Greece and tourists visiting the country with a fun, critic view about tour guides and tourists. I used this scene for the students to decide whether to use LIKE or LIKE TO, a simple grammar point beginners get confused with.

I. Watch the movie segment and circle the best alternative.



1. When people come to Greece, they like / like to see the ancient ruins.

2. Tourists also like / like to bask in history.

3. They like / like to be a part of the birthplace of civilization.

4. She likes / likes to the beauty and architecture of ancient Greece.

5. She doesn't like / doesn't like to modern Greece.

6. She also doesn't like / like to work as a tourist guide.




II. Write down 4 sentences saying what you like about the city where you live and and 4 sentences about what you like to do there.

Example:

I like the city park

I like to ride a bike near the lake.



WORKSHEET

MOVIE SEGMENT DOWNLOAD - MY LIFE IN RUINS

The Shawshank Redemption: Simple Past

This is a classic. Perfect for the simple past tense practice.

A. You will see the trial of Mr. Dufresne, accused of murdering his wife and her lover. Read parts of the judge's and Mr. Dufresne's speeches and fill in the blanks with the past tense form of the verbs in parentheses.

J: Judge

D: Mr. Dufresne


J: Describe the confrontation you _______ (have) with your wife.

D: It _______ (be) very bitter. She _______ (say) she ___________ (be) glad I _____ (know) that she ________ (hate) all the sneaking around.

J: And she ______ (say) she ________ (want) a divorce in Reno. What _______ (happen) after you ________ (argue) with your wife?

D: She ____ (pack) her bag.

J: ______ you _______ (follow) her?

D: I _______ (go) to a few bars first. Later, I ______ (drive) to his house to confront them. They ________ (be - neg) home. I __________ (park) in the turnout... and _______ (wait).

J: When they _________ (arrive), you ________ (go) up to the house and _____ (murder) them.

D: I ________ (get) back to the car and ________ (drive) home to sleep it off. Along the way, I __________ (throw) my gun into the Royal River.

J: The police _______ (drag) that river for 3 days and a gun was not found.

B. Watch the segment and check your answers.

C. Talk to a partner.

1. What's your opinion? Is Mr. Dufresne guilty or not guilty of the crime? Justify your answer.

2. What sentence do you think he got?


D. Now watch the second part of the segment with the sentence. Then answer the questions that follow.











1. What was the sentence?

2. Is it a fair sentence? Why (not)?

3. Do you agree with life sentences? Explain it


WORKSHEET

MOVIE SEGMENT DOWNLOAD - THE SHAWSHANK REDEMPTION

The Proposal: Past Perfect x Past Perfect Continuous

Romantic comedies are not my favorite kind of movie, but they usually have great scenes for grammar. This one is no exception. I think this is one of the funniest scenes involving dogs that I have ever seen. I used it to practice contrasting the past perfect and the past perfect continuous tenses.





A. Fill in the blanks with the past perfect or the past perfect continuous form of the verbs in parentheses. When both are possible, use the past perfect continuous.



1. She _______________ (leave) the house when the dog started following her outside.


2. She _________________(talk) on the phone for a few minutes when the eagle fetched the dog.


3. The eagle _____________ (fly) with the dog in its claws when she threw the phone at the bird.


4. The eagle ___________ (drop) the dog when she caught him before he hit the ground.


5. She ______________ (run) away from the eagle when it suddenly took her phone from her hands.


6. She _________________ (carry) the dog around the yard when her fiance and his family finally saw her there.


7. She ___________(let) the dog go when the couple held each other in the garden.
Answer Key:

1.had left
2. had been talking
3. had been flying
4. had dropped
5. had been running
6. had been carrying
7. had let

WORKSHEET

MOVIE SEGMENT DOWNLOAD - THE PROPOSAL

12th Braz Tesol - São Paulo

I have just returned from the 12th Braz Tesol in São Paulo. I had a great time there and attended some very interesting presentations. I met old friends, peers, presenters, people who make a difference. I believe the workshops I presented there worked just fine and the audience was very receptive. In 2012, try joining the conference. I'm sure you will enjoy it. By the way, it will be in Rio!!! If you were in São Paulo at this Braz Tesol, give your opinion about it here, please.

The Third Miracle:Past Modals for Speculation

If you have never seen this movie, run to the next dvd store and don't hesitate renting it. I love the unexpected ending. This scene is great to practice past modals, but this time answering questions with the target grammar goal.








A. Watch the movie segment and answer the questions using past modals for speculation.





1. The little girl prayed in front of a church. What must/might she have asked for in her prayers?

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


2. What might have happened after her prayers that made her smile?

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



3. What might the soldiers have seen in the sky?

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


4. What might have happened after that scene?

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


B. Now watch the second segment, which explains what actually happened.
Check whether your guesses were right. Then discuss the questions that follow.











1. What actually happened?


2. Do you believe in miracles? Why (not)?


3. What could have been a possible explanation for the happening?


4. Do you believe this is a true story? Why (not)?


5. Have you ever heard of a miracle you believed actually happened? Tell us about it.

WORKSHEET

MOVIE SEGMENT DOWNLOAD - THE THIRD MIRACLE - PARTS 1 AND 2

The Hunger: Since x For - Present Perfect

This is a classic. One of my all times favorite. This film talks about immortality and aging. I love it. I used this scene to practice the use of for and since in present perfect sentences. I hope you like it.




A. Before viewing the segment, discuss the following questions with a partner.



1. Are you afraid of aging? Why (not)?

2. Would you rather die extremely old or not that old? Explain it.

3. Would you make use of cosmetic surgeries to look young forever? Why?

4. Do you think that life gets better as you get older? Explain it.



B. Watch the segment now and fill in the blanks with since or for.




1. Some liver spots have appeared on his skin ............................ yesterday.
2. He has been aging fast ....................................the last 24 hours.

3. The Doctor has asked him to wait .....................................15 minutes.

4. He has lost a lot of hair .......................................... he started waiting for the doctor.

5. He has been waiting for the doctor ...................................... 2:35 pm.

6. He has been waiting .............................................. 2 hours and the doctor still hasn't seen him.


C. Now work with a partner. Make a list of everything you can remember that has changed in his appearance during the couple of hours he has been waiting for the doctor.


Ex: He has lost a lot of hair.


WORKSHEET

MOVIE SEGMENT DOWNLOAD - THE HUNGER

Answer key:

1. since
2. for
3. for
4. since
5. since
6. for