R.I.P.D. - Verbs of Perception

Great film. Funny and thrilling. This scene is awesome, perfect for verbs of perception.

The verb of perception (see, watch, notice, hear, listen, smell, feel) are followed by bare infinitive or by -ing form (present participle).

• If we want to say that we heard or saw the whole action from beginning to end, we usually use bare infinitive

I saw him sign the cheque.
• If we want to say that only saw or heard part of the action, we use -ing form

I saw the consultant waiting in reception.
(I saw consultant. He was waiting in reception.)

I. Watch the movie segment. Then write sentences with the verbs of perception provided below to make the sentence logical and meaningful, according to the segment. What did he see someone/something do (ing) the moment he died? Use the following verbs of perception. You MUST use all of the given verbs. Follow the example:

SEE / NOTICE / WATCH / HEAR / LISTEN / SMELL / FEEL

1. PIECES OF WOOD / FALL 

Ex: He saw pieces of wood falling.

2. people / shoot at one another

3. the barn / burn

4. a helicopter / fly

5. a bird / fly fast

6. a big airplane / fly close to him

7. something / pull him into the clouds

8. a woman / try to tell him he was dead.

WORKSHEET

MOVIE SEGMENT DOWNLOAD - R.I.P.D.

Answer key:

Answers may vary, but here are some possible answers. Make sure the students use different verbs of perception. 

1. PIECES OF WOOD / FALL 

Ex: He saw pieces of wood falling.

2. He saw pieces of wood falling.

3. He watched some people shooting at one another.

4. He saw the barn burning.

5. He watched a helicopter flying.

6. He noticed a bird flying fast.

7. He watched a big airplane flying next to him.

8. He felt something pulling him into the clouds.

9. He listened to a woman trying to tell him he was dead.

Emperor: Mixed Modal Verbs - Permission and Obligation

I. Read the social etiquette that is followed by someone who addresses a Japanese Emperor. In this case, Hirohito, the Post-World War II Japanese Emperor. Complete the sentences with the modal verbs provided. You may try to guess which  obligations are firmer in order to choose the best modal verb. 

CAN - MAY - MUST - HAVE TO

1. His Majesty's image _______________ only be recorded by a court-approved photographer from a distance.

2. You __________________not shake His Majesty' hand or touch him.

3. You ____________________ never look His Majesty directly in the eyes.

4. You _____________________  not step on his shadow.

5. When you sit down with His Majesty, you _______________________  sit on his left.

6. You _________________ never call His Majesty by his name.

II. Watch the segment and check your answers.

 

III. The Emperor talked with two different American generals. Which of the rules didn't they conform to? What were the consequences of such procedures?

GENERAL FELLERS - GENERAL MacARTHUR

 WORKSHEET

MOVIE SEGMENT DOWNLOAD - EMPEROR

ANSWER KEY

I. 

1. His Majesty's image can only be recorded by a court-approved photographer from a distance.

2. You may not shake His Majesty' hand or touch him.

3. You must never look His Majesty directly in the eyes.

4. You may not step on his shadow.

5. When you sit down with His Majesty, you have to sit on his left.

6. You must never call His Majesty by his name.

II.

General Bonner Fellers - 

He conformed to all the rules.

General MacArthur - 

He took a picture from a short distance

He looked His Majesty directly in his eyes.

He shook hands with the Emperor.

III. The consequences were not negative. In fact, General MacArthur's informality won His Majesty's over and the conversation was profitable for both of them.

The Great Gatsby: Comparatives, Superlatives and Double Comparatives

 

I. Watch the segment from the movie The Great Gatsby.

II. Complete the lines of the opening scene from the movie "The Great Gatsby" with the correct form of the adjectives, nouns or expressions from the box. You may use comparative, superlative, or double comparative forms.

LOOSE - BROAD - HOPEFUL - IN TUNE - YOUNG - VULNERABLE - WE DRANK - BIG - HIGH - CHEAP

1) In my _________________ and _________________ years my father gave me some advice that I’ve been turning over in my mind ever since. ‘Whenever you feel like criticizing anyone,’ he told me, ‘just remember that all the people in this world haven’t had the advantages that you’ve had. 

2) The ________________  with the time  we were, the _________________.

3) He was the single _____________________  person I have ever met;

4) The parties were _________________________.

5) The shows were ____________________________.

6) The buildings were ________________________.

7) The morals were _____________________ and the ban on alcohol had backfired, making the liquor __________________.

III. Watch the movie segment again and check your answers.

IV. Discuss:

1. How do you imagine life was like in the 1920's? Does the movie segment surprise you?

2. Would you like to have lived during  those years? Why (not)?

3. Alcohol was prohibited, so the prices were very expensive. Do you think alcohol should be prohibited again, the way it used to be in the 20's? Why (not)? 

4. What about some drugs, like marijuana? Should they remain banned? Or do you think the legalization will be best?*

* In Brazil, selling and buying marijuana is prohibited by law. Check your country's policy and adapt the question if it is the case.

WORKSHEET

MOVIE SEGMENT DOWNLOAD - THE GREAT GATSBY

Answer Key:

“In my younger and more vulnerable years my father gave me some advice that I’ve been turning over in my mind ever since. ‘Whenever you feel like criticizing anyone,’ he told me, ‘just remember that all the people in this world haven’t had the advantages that you’ve had.’ The more in tune with the time  we were, the more we drank. 

Gatsby was the single most hopeful person I have ever met; The parties were bigger. The shows were broader.The buildings were higher.The morals were looser and the ban on alcohol had backfired, making the liquor cheaper.

Monsters University: Modal for Advice - Should (not), Ought (not) to

This is one of my favorite animated features. I love the characters and the plot. It is incredibly funny. This segment shows a stereotyped librarian and the way she acts when somebody disturbs her. I used this scene to have students use should (ought to) in a contextualized way. I think this scene is hilarious.

I. Talk to a partner:

What are the characteristics of a librarian? Make a list of the qualities one must/mustn't have in order to be a good librarian.

1 _________________________ 

2 _________________________

3 _________________________

4 _________________________

5 _________________________

II. What should a librarian do in these situations:

1. I f someone is walking quietly in the library, trying not to make any loud noise.

__________________________

2. If someone makes a little noise in the library.

__________________________

3. If someone is very noisy in the library.

__________________________

4. If someone steals a book from the library.

__________________________

5. If someone makes a mess in the library.

__________________________

6. If someone is talking to a group of people in the library.

__________________________

III. Watch the segment and write two sentences what the Monsters' University librarian library should do and two other sentences saying what she shouldn't do, according to the segment.

SHOULD/OUGHT TO DO (or BE)

1 __________________________

2 __________________________


SHOULD (NOT)/OUGHT (NOT) TO


1 __________________________

2 __________________________


MOVIE SEGMENT DOWNLOAD - MONSTER'S UNIVERSITY

WORKSHEET

Merry Christmas and Happy New Year

My dear friends,

 
I'm going on vacation now. I really need to rest and recharge the batteries. Salvador and its beaches are waiting for me. I wish you and your families a wonderful Christmas and a perfect 2014. New posts are coming up in January 2014. See you soon!

Upside Down: Compound Adjectives

This is a love story. The premise of the plot - two twin planets with inverse gravities - is amazing. The setting is awesome and the scenes in which the characters are literally upside down are fascinating.

A. Watch the movie segment and rewrite the phrases below, using compound adjectives.

1. They are adapted to the  basic laws of double gravity that will never change.

2. An object weight can be offset by the other planet because of the concept that its matter is inverse.

3. One day Adam climbed the mountains so high and experienced an event that changed his life.

4. The view from the mountains had a look that was very ominous.

5. Eden was a pretty girl that had blond hair.

6. Eden had a fall that threatened her life.

7. The movie had many scenes whose visuals are attractive.


B. Discuss these questions:



1. What are the complications of a relationship like the one of the characters?

2. What are the advantages?

3. How do you compare those planets to the Earth?

4. What does the Earth and those twin planets have in common? Aside from the gravity laws, how different are they?

WORKSHEET


MOVIE SEGMENT DOWNLOAD - UPSIDE DOWN

Answer key:


1. They are adapted to the never-changing laws of gravity

2. An object weight can be offset because of the inverse-matter concept.

3. Adam experienced a life-changing event.

4. It was an ominous-looking view.

5. She was a blond-haired girl.

6. Eden had a life-threatening fall.

7. The movie has many visually-attractive scenes.

42: Etymology

http://fun-with-words.com/etym_explain.html

ETYMOLOGY

The word etymology is derived from the Greek etumos which means real or true. The ending ology suggests the study/science of something, as in biology or geology. And that is the etymology of etymology. It is the study of the origins of words; how they evolved. 

The Ancient Greek word hippos means horse. And potamus means river. Hence hippopotamus literally means river horse.

A few other parts of words derived from Ancient Greek are tele (long distance), micro (small), phone (speak), and scope (look). From these come such words as telephone, telescope, microphone, and microscope.

I. In small groups, come up with a definition for the following words. Then try to imagine its origin. Be creative!

ASSASSINS - UTOPIA - SALARY - ROBOT - CARNIVAL

II. Before watching the segment, make a guess about the origin and meaning of the following words:

SYMPATHY - PHILADELPHIA

Sympathy - Origin

a) Latin
b) Anglo-Saxon
c) Greek
d) Germanic
e) Persian
f) Slavic

Sympathy - Meaning

a) to love
b) to suffer
c) to mercy
d) to sin
e) to help
f) to lose


Philadelphia - Origin

a) Latin
b) Anglo-Saxon
c) Greek
d) Germanic
e) Sioux
f) Apachian


Philadelphia - Meaning

a) Brotherly Love
b) Mother Nature
c) North Sunset
d) Land of the Children
e) Winds of Hills
f) Green Plain

III. Watch the segment and check your answers.

WORKSHEET

MOVIE SEGMENT DOWNLOAD - 42

Answer Key:

II.  Check your answers below:


Assassins:
During the time of the Crusades the members of a certain secret Muslim sect terrorized their Christian enemies. These acts were carried out under the influence of hashish, and so the killers became known as hashshashin, meaning eaters or smokers of hashish. Hashshashin evolved into the word assassin.

Utopia:
"Utopia" is ancient Greek in origin and means "Not" + "Place"; in other words, "nowhere".

Salary:
The ancient Roman word salarium has developed into today's word salary, which is the money we earn from employment. The Roman were originally paid in salt. The Latin word for salt is sal.

Robot:
Comes from the Czech word robota, meaning "forced labour" or "hard work".

Carnival: 
This word for a fun festival is related to such words as carnal and carnivore. It originated as a word for a festival  in which the eating of meat was forbidden. Carnival literally means the withholding of meat.



III.

Simpathy:
GREEK WORD - SUFFER


Philadelphia:
GREEK - BROTHERLY LOVE

Wanderlust: Metaphorical x Literal Meaning

I have been adding posts about figures of speech and pragmatics. This one contrasts literal and figurative meanings, important nuances of language.

 

Figurative and literal are terms that signify whether language complies with its accepted, dictionary definition (literal) or whether it diverges from its generally accepted meaning by the use of symbolism, exaggeration, or other device (figurative). Literal language strives for one, clear meaning, while figurative language seeks to add layers of meaning that require interpretation. The particular devices a writer employs (for example, metaphor, simile, or personification) are referred to as figures of speech. 

By Chegg

I. Watch the movie segment. Then take a look at the statements selected from the snippet. Finally, decide if they have literal or figurative language.

Money Buys Nothing

Literal or Figurative?

You Can't Express Your Feeling by Sending a Letter through a Fax Machine

Literal or Figurative?

II. Discuss these questions:

1. Why did the characters disagree about the meaning of the sentence "money buys nothing'?

2. What did both of them have in mind when they expressed their ideas? Who do you think is right?

3. What does the character mean with "you can't express your feeling by sending a letter through a fax machine"? 

4. Come up with some figurative ways to say the following sentences.

- She died.

- She's very ugly.

- He's extremely handsome.

- He's very rich.

- That car is very powerful.

WORKSHEET

MOVIE SEGMENT DOWNLOAD - WANDERLUST

Answer key:


I.
Money...      (literal)
                    You can't ... (figurative).


II.
3. He means he wants the couple to stay in the community.

The Croods: Possessive ('s) and Vocabulary - Family

I simply love this family, The Croods. The movie is awesome and it is wonderful to talk about family. I used their family tree to practice the use of possessives ('s).

I. Work in pairs:

1. Talk about your family. What do they do and how old are they?

2. Do you have pictures of your family in your cell phone? Show them to a partner and tell him/her where they are and what they are doing there.

3. Who are you closest to in your family? Justify your answer.

4. What would you change in your family?

 

II. Watch the movie segment and complete the blanks with the name of the characters.

 

Ex: Gran is Ugga's mother . 

1. __________________ is Grug's mother-in-law.

2. ________________ is Eeep's brother. 

3. _________________ is Sandy's sister.

4. __________________ is the family's pet. 

5. __________________ is Sandy's brother.

6. __________________ is Ugga's son.

7. __________________ is Ugga's husband

8. __________________ is Grug's wife.

9. __________________ is Gran's granddaughter.

10. __________________ is Eep's grandmother.

III. Complete the blanks with the name of the correct character and ('s).

1. Ugga is ______________________ mother.

2. Grug is ______________________ son-in-law.

3. Hunk is _____________________ grandson.

4. Eep is ______________________ daughter.

5. Grug is ______________________ father.

WORKSHEET

MOVIE SEGMENT DOWNLOAD - THE CROODS 

Answer key:

I.

1. Gran

 2. Hunk

3. Eep

4. Belt

5. Hunk

6. Hunk

7. Grug

8. Ugga

9. Sandy

10. Gran

II.

1. Hunk's / Eep's / Sandy's

2. Gran's

3. Gran's

4. Ugga's

5. Hunk's / Eep's / Sandy's

Family Members

 OPTION 2 = MOVIE SEGMENTS TO TEACH CHILDREN GRAMMAR AND VOCABULARY

I. Warm-up

1. Pair up students and ask them to stand back to back. The Teacher says the name of a family member and they have to turn around, clap their hands, touch their partner’s hands and say the opposite of the word.

2. Ask students if they have pictures of their family in their cell phone. If  they don’t, ask them to get a drawing or another project they’ve made about their family to show it to their partner while they talk about their family. Model the sentences on the board.

    EX.: This is my ___________. His name’s _____________. He’s _____ years old.

              This is my ___________. Her name’s _____________. She’s _____ years old.

 II. Students watch the movie segment

III. Divide the students into two groups and number them within their groups. Place pictures of the movie characters facing down on the floor. Call a number and project the sentences from the box below on the board. The students who are called have to find the picture on the floor that completes the sentece correctly. He/She says the sentence out loud and then all the students repeat it.

	1. ________________ is Eep's brother.  2. _________________ is Sandy's sister. 3. __________________ is the family's pet.  4. __________________ is Sandy's brother. 5. __________________ is Eep's father. 6. __________________ is Thunk's mother. 7. __________________ is Sandy's grandmother. 8. __________________ is Thunk’s father.

 

			IV. Students fill in the blanks. 1. Thunk is Eep's __________________.  2. Eep is Sandy's __________________. 3. Belt is the family's _______________.  4. Grug is Thunk’s _________________. 5. Gran is Sandy's _________________. 6. Ugga is Thunk's _________________.

 

Bridesmaids & French Kiss: Expressing Likes and Dislikes - Functional Languade

I love both movies. Bridesmaids is a wonderful, funny story with great acting. The scene from the movie French Kiss is priceless. One of my all  times favorites.


Complete the sentences below with things you like when you travel by plane (or bus, car, boat).


Expressing likes:


I love                                                            .
I like _______________________________.
I fancy ...                                                               .
I enjoy  ...                                             . 
I'm crazy about ...                            . 
I'm keen on  ...                                       . 
I'm fond of   ...                                                  . 


Complete the sentences below with things you dislike when you travel by plane (or bus, car, boat).

Expressing dislikes:

I hate                                                                  . 
I don't like                                            . 
I don't fancy                                  . 
I can't stand                                     . 
I can't bear                            .
 I can't put up with                 .  
I'm fed up with                    . 
I'm sick of                        . 
I'm tired of                          .

Watch the movie segments. Then write sentences, expressing the characters likes and dislikes. Do not use the words love/like/hate/don't like to express their lokes and dislikes.

Ex: They don't fancy traveling by plane.



Bridesmaids


















French Kiss

WORKSHEET

MOVIE SEGMENT DOWNLOAD - FRENCH KISS

MOVIE SEGMENT DOWNLOAD - BRIDESMAIDS