Mar 30, 2013

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.



Mar 23, 2013

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.

Write a short dialog using the expressions in Exercise I.

IV. Role-Play the dialog. 


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.



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?

Mar 16, 2013

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?



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...

Mar 9, 2013

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.



Mar 2, 2013

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.


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. ____________________