Aftermath: Giving Bad News, Functional Language

This is very good movie, but this scene is very sad. Watch it beforehand and check if it is suitable for the moment and the students. It is an effective task, my students liked it, but they felt really sorry for the main character.

There are different ways to give  bad news. Read the ways you can give bad news.

• I'm afraid I've got some bad news for you...
• I'm sorry I've got a bit of bad news to tell you..
• I really don’t know how to say it, but …
• I’m sorry to have to say this, but …
• I really feel bad to have to say this, but … 

Watch the segment and check the way the bad news was given. Finally, talk to a partner, take the roles of the characters and give the bad news and react to it yourselves.

 Group discussion:

 1. How effective was the way he was given the bad news? Is there a better way to give such bad news?

 2. Would you do it differently?  


Role Play - 
Giving and reacting to the bad news:

• You have to tell your best friend you can’t come to his/her wedding
• You are the president of a company and you have to announce reduction of costs, so he will have to dismiss employees
• You have to tell a customer that you cannot fix his computer hard drive and everything will be lost
• You have to tell your mom and dad that you can't spend Christmas with them
• You have to tell your friend that you crashed the car he had lent you to go on  a date
• You are a teacher and you have to tell your student that he failed the course despite of all his effort.

WORKSHEET

MOVIE SEGMENT DOWNLOAD - AFTERMATH

The Secret Life of Pets: Farewells - Functional Language

Check the alternatives that the characters used to express farewell.

I'll see you tonight

Goodbye

Bye 

See you later

Have a good night

So long

See you

I'll miss  you

Sleep well

Later

Talk to a partner:

Which ones do you consider informal? 

Do you have a pet? Do you say goodbye to them when you leave home?

Do you act like the characters in the segment?

Key:

I'll see you tonight

Bye 

See you later

So long

See you

I'll miss  you

Later

MOVIE SEGMENT DOWNLOAD - THE SECRET LIFE OF PETS

WORKSHEET 

Paddington: Polite Requests for Help

I simply love this movie. It is funny,  sweet and touching. It is great for children and adults. I recommend it. 

I. Watch the movie segment and talk to your partner about the questions below.

1. Was Paddington, the bear, polite with the people around him?

2. What went wrong?

3. What should he do to draw attention to himself politely?

II. Read the expressions below and decide in which situations they would be most appropriate?

1. Can you give me a hand with this?

2. Could you help me for a second?

3. Can I ask a favor?

4. I wonder if you could help me with this?

5. I could do with some help, please.

6. I can't manage. Can you help?

7. Give me a hand with this, will you?

8. Lend me a hand with this, will you?

9. Could you spare a moment?

10. I need some help, please.

III. Now check the explanations for the best use for those requests and compare them to  your answers. 

Phrase 1 is quite a direct question to use with friends and people who you know quite well.

Phrase 2 is more polite. We include the words 'for a second' to show that we don't need a lot of help 

and that it will not be difficult.

Phrase 3 is a general way of introducing a request for help.

Phrase 4 is polite and can be used with people you don't know very well, or with your boss.

Phrase 5 is quite direct, and the focus is that you really need help. It's quite strong.

Phrase 6 shows you have a big problem. You are desperate for help. you often hear this phrase when somebody has too much work to do.

Phrases 7 and 8 are similar and are direct requests for help. 'Lend a hand' is a little more polite and old-fashioned than 'give me a hand.'

We use phrase 9 to show that we respect that the other person is really quite busy and to say that they will only need to help you for a short time.

Phrase 10 is a direct question and the asker does not expect the listener to say no. This is often used by people in authority e.g. bosses.


Inspired by the awesome site International House Bristol. It has wonderful ideas for functional language use.

ROLE PLAY

 Improvise a dialog based on the following situations. Use the expression you have learned in this lesson.

  A: You are the boss of an important department. You need a report ready in two hours, but you don't have enough time to prepare it by yourself.

 B: You are A's assistant. You are very busy, but your main job is to help your boss.



  A: You are lost in a busy foreign city. You need directions to get back to your hotel.   

 B; You are in a hurry heading for work. You can't be  late because it is your first working day at this company , but you don't want to be rude. Decide if you will spare a few minutes of your time to help A or decline A's request  politely.



  A: You are at  a party that you know nobody. You are embarrassed and want to go home as soon as possible. How can you tell the host you want to leave before dinner is served?

 B: You are very busy hosting a party. You want everybody to feel comfortable, but you don't have time to interact with most guests. How will you help A in this situation? You really don't want A to leave the party before dinner.

WORKSHEET

  MOVIE SEGMENT DOWNLOAD - PADDINGTON

Friends: Introductions - Verb to Be - Functional Language

This is a fun, creative activity provided by a reader, Pedro Urbano, Thanks, Pedro, for sharing your great activity with us. I hope you share even more! I do not usually share activities based on TV sitcoms  or series, but Pedro helped me with that task. Thanks, Pedro, once again..

I've been teaching English for nine years working with teens, adults, and seniors. Creating songs activities and especially movie worksheets are my features. Today, I'm part of ICBEU teacher team - Manaus (a dream of 13 years that came true), working with teens and adults. 

What are they saying? Create a dialog according to the pictures (the pictures are in the worksheet). 

Use the questions below. One is extra.

Where are you from? How old are you? Are you Chinese?

1st Watch

Read the questions and check the correct answer.

A. Where is Rachel?

( ) at home ( ) at the airport ( ) at the gym

B. Where are Ross and Julie coming from?

( ) from Los Angeles ( ) from Mexico ( ) from China

C. Where is Julie from?

( ) NY ( ) Los Angeles ( ) Texas

2. Watch the video segment. Check T (true) or F (false).

A. Rachel has a cat in her hand ( )

B. Ross introduces Rachel to Julie ( )

C. Julie is from China ( )

2nd Watch.

Watch the segment again and complete the dialogue with the expressions below.

I’m from New York / Welcome to our country / There you are /This is Julie   

Ross: Rachel...

Rachel: Oh..._________________! So...so... How was China, YOU?

Ross: It was great. Oh...what happened?

Rachel: What?

Ross: You’re bleeding

Rachel: Oh.. I am? Oh look at that. Yes, I am. Enough about me. Mr. “Back from the Orient” Come on, I wanna everything...everything!

Ross: Well, where do I start? _______________________. Julie, this is Rachel.

Rachel: Hi.....Oh these are...are....aren’t for you. These are for you: ______________________________!

Julie: Thank you. ___________________________ .

WORKSHEET

MOVIE SEGMENT DOWNLOAD - FRIENDS

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

Morning Glory: Expressing Opinions, Functional Language

This is a wonderful segment with multiple possibilities, especially if you want to talk about TV shows. Because TV is a controversial topic, I used it to make students practice expressing opinions in a genuine manner, not using the expression "I think...". I. Watch the movie segment and discuss these questions in small groups.

RATINGS: a list of television and radio programmes showing how popular they are

 1. What were the changes she decided to implement in order to raise the TV shows ratings?

 2. Why did the ratings go up?

 3. Are there TV shows like the one in the segment in your city? What are they? Do you watch them? Why (not)?


 II. Let's practice expressing opinions without saying the expression "I think...". Of course that saying it to express an opinion is fine, but you can enrich your language if you use certain ways to vary your language production. This is called functional language. What can you say instead of "I think" ? I would say

In my opinion

To my mind

I am of the opinion that

I hold the opinion that

As far as I'm concerned,

I understand that

From my point of view, 

I'm not sure, but I suppose

That's an interesting question, 

I believe that

Now work in small groups and express your opinions about the questions below. YOU MUST NOT USE the expression "I think". You must also use all of the expressions above to answer the questions.


 1. Do you think TV ratings help improve TV programs or does it have the opposite effect, lowering the quality of TV shows?

 2. What do you think about her strategies to raise the ratings?

 3. Do you think that the higher the TV show's ratings are the better the show is?

 4. What were the best and worst changes she made in the TV show? Explain it.

 5. What's your opinion about this kind of TV show?

 6. Give examples of TV shows with very high TV ratings, but that you consider stupid.

 7. Give examples of TV shows with very high TV ratings, and that you consider extremely clever.

 8. What's your opinion about Brazilian (your country) TV?

WORKSHEET

MOVIE SEGMENT DOWNLOAD - MORNING GLORY

This Must Be the Place: Apologizing - Functional Language

Apologizing in English is functional language that makes a difference when dealing with native speakers of the language. I used this scene to lead in the topic. This activity can be used with any level. In the end of the instructions, there are apologizing functions, according  to the students' level of proficiency.

I. Discuss these questions with a partner:

1. Why is it important to apologize?

2. Does it matter the way you apologize? How so?

3. Is it hard for you to apologize? Or does it depend to whom you are talking?

4. How do you feel when someone does not apologize for something wrong they have done?

 5. Look at some reasons why you should apologize. http://stress.about.com/od/relationshipskills/a/The-Importance-Of-Apologizing.htm Don't forget to visit it. It is worth doing it. Decide if you agree with them and why.

Apologizing when you've broken a rule of social conduct -- from cutting in line to breaking the law -- re-establishes that you know what the "rules" are, and you agree that they should be upheld. This allows others to feel safe knowing you agree that hurtful behavior isn't OK. 

Apologies re-establish dignity for those you hurt. Letting the injured party know that you know it was your fault, not theirs, helps them feel better, and it helps them save face.

Apologizing helps repair relationships by getting people talking again, and makes them feel comfortable with each other again.

A sincere apology allows you to let people know you're not proud of what you did, and won't be repeating the behavior. That lets people know you're the kind of person who is generally careful not to hurt others, and puts the focus on your better virtues, rather than on your worst mistakes. 

  6. Look at some ways and reasons for apologizing:

 Expressing Regret – Saying, “I am sorry.”

Accepting Responsibility – Admitting, “I was wrong.”

Making Restitution – Committing, “I will make it right.”

Genuinely Repenting – Promising, “I will not do that again.”

Requesting Forgiveness – Asking, “Will you forgive me?”

II. Here are some ways of apologizing, according to the student's proficiency level:

Elementary

I apologize

I'm really sorry

I'm so sorry

I'm sorry

I'm sorry but...

Sorry

Pre-Intermediate

...is/was my fault

(I'm) sorry if...

I (really) must apologize

I hope you can forgive me (one day)

I really am so sorry

I wasn't doing my job

I'd like to apologize

Please forgive me

Intermediate

...was very...of me

(I know) my actions...

(Looking back), I (now) realise that...

(Please) don't be angry

I accept (full) responsibility

I am/feel (so) ashamed

I can understand how you feel (about...)

I do apologize

I don't know what to say

I really am most terribly sorry

I regret...

I take (all) the blame

Pardon me!

Please accept my/our apologies

Please excuse my behaviour/thoughtlessness/...

Upper-Intermediate

(I now realise that/I know) I shouldn't have done that

(I'm sure) you must be (very) disappointed in me

(Please) don't be mad (at me)/don't kill me

I accept that I am to blame/that it's my fault

I am (such) an idiot

I am sorry to have disappointed you

I apologize wholeheartedly/unreservedly

I cannot say/express how sorry I am

I have reflected on my actions and...

I know it was wrong (of me) (to...)

If I could turn back the clock,...

It was (a bit) insensitive of me (to...)

Please accept my sincere/sincerest apologies

There is (really/absolutely) no excuse for my actions/behaviour/inaction/laziness

You are right to blame me

You must forgive me

Advanced

(I know) I have let myself/you (all) down (by...)

(I know) it was thoughtless (of me)

I can see how you might be annoyed (by...)

I can't believe I...

I don't know what came over me

I don't know what got into me

I just want the ground to swallow me up

I take (full) responsibility

I think I went a bit too far

I am/was in the wrong

I messed up

I would like to express my regret

I'm happy to take (my share of) the blame

If I could take it all back, I would

It was inexcusable

It's unforgivable, I know

Please don't hold a grudge/don't hold this against me

Silly me!

1. Describe the scene.

2. Why do you think the driver decided to do that.

3. Role Play the situations below:

Student A: You are the driver. Apologize for what you have just done. You are truly sorry for what happened.

Student B: You are one the people running on the road. Accept the apologies politely.

Student A: You are the driver. Apologize for what you have done, but you think they should not be running where they were.

Student B: You are one of the people running on the road. Do not accept the apologies. You think the driver was very rude.

Student A: You are the driver. Apologize, but do not be sincere. You don't really think it was your fault.

Student B; You are one of the people running on the road. Accept the apologies, but give him advice for safer driving procedures.

IV. Read the situations below and role play the situation with a partner. Apologize for what happened.

1. Your friend traveled and asked you to water his/her plants. You forgot to do it and all his/her plants died while he/she was away.

2. Your friend asked you to take care of the dogs, but you can't do it because you are allergic to pets' fur.

3. Your friend asked you to take their of the children during the afternoon, but you forgot to feed the baby.

4. You asked for your friend's car while yours was at the mechanic. You crashed the car while parking it.

5. You borrowed some money from your friend. Now you don't have money to pay back.

6. You parked your car in the handicapped space without realizing it. When you finally picked up your car, someone on a wheelchair had been waiting for you to leave the parking space for one hour.

WORKSHEET 

MOVIE SEGMENT DOWNLOAD - THIS MUST BE THE PLACE

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.

WORKSHEET

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?