Yogi Bear: 3rd Conditional

This is a lovely movie, but it was not a real blockbuster. It is a wholesome movie with some interesting moments like the one in this segment.


 I. Watch the movie segment and decide if the sentences below are true or false.





















1.

The ranger did not know the microphone was on.
He sang her a song.

2.

Yogi was dangerously showing off to the audience.
He set fire to his own scarf.

3.

Yogi wasn't wearing his skis.
He fell into the lake.

4.

The audience didn't realize the fireworks were activated by accident.
They kept on applauding Yogi.

5.

The audience was too close to the show.
They ran for their lives.


 II. Complete the sentences below, using the 3rd Conditional.

1. If the ranger _______________ (know) the microphone was on, he ____________ (sing) her a song.

2. If Yogi _____________ (dangerously - show off) to the audience,  he __________ (set) fire to his own scarf.

3. if he ____________ (wear) his skis, he ____________ (fall) into the lake.

4. If the audience _____________ (realize) the fireworks were activated by accident, They ____________ (keep) on applauding Yogi.

5. The audience ___________ (run) for their lives if they _____________ (be) too close to the show.

Answer key:


I.

All sentences are true.

II.

1. had known / wouldn't (mightn't) have sung
2. hadn't been showing off (hadn't showed off) / wouldn't have set
3. had been wearing / wouldn't have fallen
4. had realized / wouldn't have kept
5. wouldn't have run / hadn't been

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MOVIE SEGMENT DOWNLOAD - YOGI BEAR

A Walk to Remember: Past Modals for Regrets - Should (Not) Have ...

This is a teens classic. In a survey I conducted with my advanced level teenagers, this movie was their favorite one, according to the majority of students in my class. So I decided to see it and I agree with them. It is a very good film, indeed. This scene is perfect to talk about regrets, using past modals.



I. Watch the movie segments and check the sentences that you believe were the characters'  wrong decisions.






















1. The teenagers trespassed a private property.

2. Landon dared a friend to jump from a trampoline to belong to the group.

3. He accepted the challenge

4. He didn't know how deep the dam was

5. They ran away and left their friend hurt and unattended.

6. Landon didn't stop his car when warned by the police and had an accident.

7. Nobody was taking care of the abandoned dam during that night.


II. Now rewrite the sentences above, expressing regrets.


EX:

1. The teenagers shouldn't have trespassed a private property.



II. Discuss these questions:


1. What were the major wrong decisions taken by the group? Explain it.

2. What should happen to those teenagers?

3. Whose fault was that? Landon's, the other teens', or the boy was the one responsible for his own jumping?

4. What would you do if you were in the boy's shoes? What if you were one of the other teens?

5. What should the police do? Arrest Landon, arrest everybody, or have them pay with community services? Explain your answer.

6. What should happen to the property owner?


Answer Key:
2. Landon shouldn't have dared his friend to jump from the trampoline.
3. He shouldn't have accepted the challenge.
4. He should have known how deep the dam was.
5. They shouldn't have run away and left the boy unattended.
6. Landon should have stopped his car when warned by the police.
7. Someone should have been taking care of the abandoned dam.

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MOVIE SEGMENT DOWNLOAD - A WALK TO REMEMBER

Frankenweenie: Relative Clauses

This is a beautiful, touching movie. The sad scenes are really moving, but the message is uplifting. By the way, the movie is black and white.


I. Watch the movie segment and connect the lines from the movie. Write (restrictive)  relative clauses saying what Mr. Whiskers dreamed about the characters below. Begin your sentences this way:

1. He dreamed about Bob. He fell in a manhole.

Mr. Whiskers dreamed that (Bob) _____________________________________.


2. ______________________________________________________________ .

He dreamed about Toshiaki the day he pitched a perfect game.


3. ______________________________________________________________ .


And Nassor the day he got knocked unconscious.


II. Write what Mr. Whiskers dreamed about Victor.


__________________________________________________________________

__________________________________________________________________


III. Work in pairs:

1. Do you believe that dreams can tell us about the future? Why (not)?

2. Have you ever dreamed about something that came true after some time? Talk about it.

3. Would you change traveling plans if you dreamed about an airplane crash in the previous night? Explain it.


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MOVIE SEGMENT DOWNLOAD - FRANKENWEENIE

ParaNorman: Greetings - Functional Language

I love this animated movie. I must say, though, that it is pretty scary. I used this scene for true beginners. By the way, this movie is a must!

I. Read the greetings below. Practice saying them out loud. Pay attention to intonation! You may watch the scene twice.

( ) Hello.

( ) Good morning.

( ) How are you?

( ) How do you do?

( ) How is it going?

( ) Hi, nice to see you, guys.

( ) Yeah, good to see you.

( ) How (are) you doing?

( ) How's everything?

( ) Hi, you look nice today.

( ) How is it hanging?

II. Watch the movie segment and check the greetings in I that you hear.

III.
Write a short dialog using the expressions in Exercise I.

IV. Role-Play the dialog. 

OPTION 2 - MOVIE SEGMENTS TO TEACH CHILDREN GRAMMAR AND VOCABULARY

II.     Play the movie segment. Ask students if the monsters answered Norman and what possible answers they could have given. Stick posters with possible answers on the board. Ask students to repeat the answers.

         Some Possible Answers:

         Good Morning.                              I’m sad.

         Hello.                                                 I’m tired.

         I’m Fine.                                              I’m Okay.

         I’m happy.                                          Thanks.

         Nice to see you, too.                  Good to see you. too.

III.    Play the segment again, pausing after Norman’s greetings so that the class as a whole can answer him according to the Teacher’s instructions.

1-     When I pause the video, answer happily. Pause after “Good morning.”

2-     When I pause the video, answer sadly. Pause after “How is it going?”

3-     When I pause the video, answer loudly. Pause after “Hi, Nice to see you, guys.”

4-     When I pause the video, answer whispering. Pause after “Good morning.”

5-     When I pause the video, answer angrily. Pause after “Yeah, good to see you.”

6-     When I pause the video, answer singing. Pause after “How (are) you doing?”

7-     When I pause the video, answer crying. Pause after “Hi, you look nice today.”

8-     When I pause the video, answer laughing. Pause after “How (are) you doing?”

IV.    Ask students to stand up and walk around the room as you play some music. When the music stops, they have to pair up and greet each other. They can’t repeat the greetings. Leave the greetings and possible answers on the board for visual reference.

V.    Give each pair of students a comic strip with blank speaking bubbles. Tell them to write a dialog using the greetings they have learned. Display the comic strips on the walls.

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MOVIE SEGMENT DOWNLOAD - PARANORMAN

Answer key:

(correct answers)

Good morning.

How is it going?

Hi, nice to see you, guys.

Yeah, good to see you.

How (are) you doing?

Hi, you look nice today.

How is it hanging?

The Amazing Spider-Man: Wish

The Spider-Man is one of my favorite cartoon characters. The movies are great and this scene, which is about getting even, is excellent for a contextualized practice on WISH.


 I. Watch the segment and decide whether the sentences about Flash are true or false.



1. Flash humiliated Gordon in front of everyone.

2. Flash threw Gordon on the ground.

3. Flash reacted and punched Parker.

4. Flash disappointed Gwen because he hadn't done his homework.

5. Flash did not know that Parker was so good at basketball.


II. Now write sentences expressing Flash's regrets, using WISH. Use the items in Exercise I.


1. Flash wishes ______________________________________________________ .

2. ________________________________________________________________ .

3. ________________________________________________________________ .

4. _________________________________________________________________ .

5. _________________________________________________________________ .

III. Talk to a partner.

1. Did Flash deserve being humiliated in front of everyone because of his attitude. Justify it.

2. Was Parker right when he decided to get even with Flash? Explain it.

3. Have you ever taken action to stop bullying in your school? Why (not)?

4. Who should be punished by the School Coordination? Flash, Parker, both or none of them? Why?


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MOVIE SEGMENT DOWNLOAD - THE AMAZING SPIDER-MAN

Answer key:


1. Flash wishes he hadn't humiliated...
2. He wishes he hadn't thrown...
3. He wishes he hadn't  reacted and punched...
4. He wishes he hadn't disappointed... OR He wishes he had done his homework.
5. He wishes he had known that Parker was...

Wreck-It Ralph: Dialog Writing

This animated movie is innovative and highly creative. It is great to see  animation based on video games characters we all know - most students do!

I. Talk to a friend:

1. Do you like video games? What are your favorite ones?

2. What are the best video games villains you know? What do they do that make them such terrible villains.

3. What are the best video games heroes? Why are they so great heroes?

4. What is your favorite kind of video games?


II. Watch the segment and then complete the dialogs that are not in English.

Felix: What brings you here, neighbor?

Q*bert: ____________________________________________________ .

Felix: ______________________________________________________.

Q*bert: ____________________________________________________ .

Felix: ______________________________________________________ .


Q*bert: ____________________________________________________ .

Felix: ______________________________________________________.


Q*bert: ____________________________________________________ .

Felix: ______________________________________________________.



Felix: Ralph's gone turbo*!



III. What do you think Ralph's gone turbo* mean?

IV. Role play your scene. Add an ending to your scene too.



*To go turbo, in this case, is to be discontinued, out of the market.

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MOVIE SEGMENT DOWNLOAD - WRECK-IT RALPH

The Tale of Desperaux: Simple Present

I love this animated movie. The story is touching and funny. I had to use something from the film, so I used this scene for the simple present tense. Basic learners can perform the tasks easily, but if you think the language used in the segment will scare them away, use it with intermediate students.



I just can't live without animated movies. I love this one. Desperaux is such a cute hero that everyone would like to have that little mouse in their house - I guess!



A. Work with a partner. Choose a holiday you celebrate where you live (Ex: Carnaval, Thanksgiving). Write down 5 sentences saying what people do during the holiday.





Ex: CARNAVAL





1. People wear funny costumes.





2. They dance the samba.




OUR HOLIDAY: ___________





1. _____________________


2. _____________________


3. _____________________


4. _____________________


5. ____________________



B. Now watch the segment and write down 5 things people do during the holiday, Soup Day.

1. ______________________

2. _____________________

3. _____________________

4. _____________________

5. _____________________





C. Now look at the sentences you wrote in exercise A. Do people perform the activities you wrote about your holiday on Soup Day? Write down 3 sentences saying what they don't do.

Ex: They don't wear funny costumes.
They don't dance the samba.


1. _____________________

2. ____________________

3. ____________________



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MOVIE SEGMENT DOWNLOAD - THE TALE OF DESPERAUX

Footloose: Modal Verbs for Obligation, Prohibition, and Permission

This new version of the 80's Footloose does not have the impact or charm of the original version, but the opening scene is shocking and thought-provoking. It is also controversial, which makes it debatable.





I. Watch the movie segment and say what youngsters must, must not, can, or don't have to do, according to the new rules decided by the City Council of Bomont.





1. Minors _________ obey the curfew.

2. They ______________ dance lasciviously in public places.

3. Minors _______ be home by 10 pm on weeknights and 11 pm on weekends. Youngsters who are above 18 ________ obey the curfew.

4. Individuals ___________ organize public gatherings where minors engage in inappropriate activities, such as consumption of alcohol or unlawful drugs.

5. Minors __________ listen to vulgar or demeaning amplified music.

6.  Adults __________ advise their children of what is good for them if they wish, but they ____________ help them break the law.

7. Minors ____________ to be happy about the new decision, but they _________ respect and accept the decision.





















Discuss:

1. Do you agree with the prohibition?

2. What did the teens do wrongly, in your opinion?

3. Should the City Council decide what people can or can't do to have fun? Explain.

4. What are the possible consequences of such a drastic decision?

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MOVIE SEGMENT DOWNLOAD - FOOTLOOSE


Answer key:

1. Must
2. Must not
3. Must / don't have to
4. Must not
5. Must not
6. Can/ Can't
7. Don't have to / Must

Johnny English Reborn: Imperative Forms

This is a really funny movie with a lot of scenes that can be used in the classroom. This funny one is wonderful for imperative forms.


I. Before watching the segment, put the words in the right order in order to make imperative sentences:

1. her / shut / up

2. up / lock / it

3. that / maintain / tone

4. confrontation / keep / avoid / eye-contact / and

5. water table / go / the / stand / to / up / and / coffee

6. your / pocket / go /  to / right

7. act / just / natural

8. trigger / pull / the

9. fire / hold / your

10. lose / don't / him


II. Watch the segment now and check your answers.


















III. Make a list with instructions for your partner to perform. Try to use make the scene as close as possible to the one you have just seen. If you prefer, you may make the scene completely different from the original one, but you must use imperative forms to give your instructions.

S1: Drinks the magic potion and does whatever he is told.

S2: Gives the instructions/commands


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MOVIE SEGMENT DOWNLOAD - JOHNNY ENGLISH REBORN

Answer key:



Shut her up

lock it up

maintain that tone

avoid confrontation and keep eye-contact

 stand up and go to the coffee table

go to your right pocket

just act natural

pull the trigger

hold your fire

don't lose him

Megamind: Adversative Conjunctions

This is one of my favorite animated movies. Megamind is a lovely villain, with an incredible background story. I used this scene to practice the use of adversative conjunctions in a contextualized manner.

 I. Watch the segment and decide if the sentences below refer to Evil (Megamind) or Mr. Goody Two-Shoes. Write (M) if it is about Megamind or (G) if it about Mr. Goody.



Mr. Goody Two Shoes (G)

Evil - Megamind (M)


















1. Landed in the White House ( )
    Landed in a the Metro City Prison for the Gifted ( )

2. Was adopted by the presidential family ( )
     Was adopted by the prisoners ( )

3. Had life handed to him on a silver platter ( )
    Was taught the difference between right and wrong by the prisoners ( )

4. Had the power of flight, invulnerability and and great hair ( )
    Had his amazing intellect. ( )

5. Had already amassed an a gigantic army of soft-headed groupies ( )
    Was given an opportunity to better himself. ( )

6. Is sent to quiet time in the corner. ( )
    Receives all the praise, adulation. ( )

7. Was destined to be a super villain. ( )
    Was destined to be Megamind's rival. ( )


II. Connect both sentences with one of the adversity conjunctions below. Mind punctuation. Try not to repeat the conjunctions.

BUT / HOWEVER / IN CONTRAST / WHILE / WHEREAS / ON THE OTHER HAND / THOUGH (FINAL POSITION)

Ex: Goody landed on the White House whereas Megamind landed on the Metro State Prison for the Gifted.
or
Whereas Megamind landed on the Metro State Prison for the Gifted, Goody landed on the White House.

2. ___________________________________
3.___________________________________
4. ___________________________________
5. ___________________________________
6. ___________________________________
7. ___________________________________

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MOVIE SEGMENT DOWNLOAD - MEGAMIND



Answer key:

I.

1. Landed in the White House (G)
    Landed in a the Metro City Prison for the Gifted (M)

2. Was adopted by the presidential family (G)
     Was adopted by the prisoners (M)

3. Had life handed to him on a silver platter (G)
    Was taught the difference between right and wrong by the prisoners (M)

4. Had the power of flight, invulnerability and and great hair (G)
    Had his amazing intellect. (M)

5. Had already amassed an a gigantic army of soft-headed groupies (G)
    Was given an opportunity to better himself. (M)

6. Is sent to quiet time in the corner. (M)
    Receives all the praise, adulation. (G)

7. Was destined to be a super villain (M)
    Was destined to be Megamind's rival (G)

II. Answers will vary.

27 Dresses: Present Perfect

Romantic comedies are not my cup of tea, but they are wonderful sources of activities. 27 dresses is no exception. This scene is great for practicing the present perfect tense.

I. Talk to a partner:


1. Have you ever had insomnia? How often does it happen?


2. What do you do when you just can't sleep?


3. What makes you lose your sleep?


4. When you can't sleep, do you insist on trying to sleep or do you get up and do something else until you fall asleep?



II. Look at the activities below. Check the ones you usually do when you have a hard time to fall asleep.


1. ( ) read a magazine

2. ( ) read a book

3. ( ) use the computer

4. ( ) moisturize your hands with cream

5. ( ) work out

6. ( ) clean the stove

7. ( ) speak to yourself out loud

8. ( ) talk to your sister (or someone else)

9. ( ) dance

10. ( ) eat


III. Watch the movie segment and check what the main character has done during her insomnia.


IV. Now write sentence in the present perfect tense saying what she has (not) done during the whole night.


Ex:


1. She has read a magazine.

2. She hasn't read a book.


Answer key:

III. Don't check 2, 9, 10


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MOVIE SEGMENT DOWNLOAD - 27 DRESSES

Home on the Range: There + to Be

Animated movies are just great. This one is not an exception. I used this scene with beginners, practicing the use of THERE TO BE with farm animals and food items. I hope you like it.

I. Watch the segment. Read the items below and check the ones you managed to see during the scene.

( )  a black cow


( )  chickens

( ) chicks

( ) bananas

( ) apples

( ) a goat

( ) corn

( ) a dog

( ) a duck

( )  bees

( ) grapes

( )  pigs

( )   a rooster

( ) eggs

( )  a brown cow

III. Now write sentences about the items in exercise A, using There is (isn't) or There are (aren't). Remember that you may use Any and Some in your sentences


Ex: There is a black cow.
      There are some chickens

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MOVIE SEGMENT DOWNLOAD - HOME ON THE RANGE

Answer key:

You won't see bananas, a dog, and grapes


OPTION 2 - MOVIE SEGMENTS TO TEACH CHILDREN GRAMMAR AND VOCABULARY

I.              Brainstorm names of animals.

II.             Slides with farm and zoo animals. Give each student a letter, F (farm) or Z (zoo). Tell students to stand up and say the name of the animal they see projected on the board if the animal corresponds to the category they have (farm or zoo animal).

III.            Students watch the movie segment.

I.             

Project on the board the following chart and ask students to say what they have seen in the segment (T: Is there a black cow?...)

	A black cow		A duck
	Chickens		Bees
	Chicks		Parrots
	Cats		Pigs
	A Fish		A rooster
	A goat		A Dog
	A Horse		A brown cow

II.             Slides with the animals in IV. Tell students to make a line to participate in a game. The T projects the pictures and vocabulary from the chart in IV. The first student in line chooses the ball that corresponds to the scene they’ve watched (red – there is, green – there isn’t, blue – there are, yellow – there aren’t) and tries to throw it into a basket. When he/she hits the basket, he/she has to say a complete sentence (e.g. There is a chicken.).

III.            Ask students to write sentences about the items in IV, using There is (isn’t) or There are        

(aren’t).