Movie Segments to Assess Grammar Goals

Movie Segments to Assess Grammar Goals contains a series of movie segments and activities to assess or practice grammar points through fun, challenging exercises. Here you will find the movie segments, the lesson plans, printable worksheets with answer key for each activity, and the tips to develop your own grammar activities with the DVDs you have at home. New activities are posted regularly. Teaching grammar with movie segments is inspiring and highly motivating.

Showing posts with label greetings. Show all posts

Apr 15, 2017

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

Nov 15, 2016

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

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.

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.