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 vocabulary practice. Show all posts
Showing posts with label vocabulary practice. Show all posts
This activity is for very young learners. It is kinesthetic and fun.
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 touch their toes if the animal projected on the board corresponds
to the category they have (farm or zoo animal).
III.Students watch the
movie segment.
IV.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
rabbit
giraffes
a lion
a hippo
squirrels
a bear
a rhino
a
gazelle
V.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 (green –
there is, yellow – there isn’t, red – there are, blue – 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.).
VI. Ask students to
write sentences about the items in IV, using There is (isn’t) or
There are (aren’t).
NO WORKSHEET NEEDED POWER POINT SLIDES - Slides prepared by reader Katy Piauhy, who kindly shared it with us. Thanks, Katy.
One of my all times favorite movies. Life of Pi is an unforgettable experience. The opening scene is perfect for all beginners levels working with vocabulary related to zoo animals. Kids love it!
Small groups - GAME:
I. Make a list of all the zoo animals you can remember.
II. Watch the segment. Check how many animals you guessed correctly.
The winner is the group who guesses most correct animals.
III. Guessing game:
Have students mime the animals for the other peers to guess what animal they are imitating. They cannot make any sounds.
KEY:
Here are the animals I managed to see. You may decide how
specific they have to be (ex: Monkey or proboscis monkey/ boa constrictor or snake)
This vocabulary activity based on the monster hit "Let It Go" was provided by a reader from Peru, Margarita Jara de La Roca. Thanks Margarita for your contribution. I hope you all like it.
I studied at Universidad Nacional Mayor de San Marcos.
I got a title as an English/Spanish Teacher. I worked as an English
Teacher in two institutions, the first one was at La Alegría en el Señor as a
voluntary teacher. This private school characterizes of providing specialized
teaching to children who have physical handicap but not mental. It was a
nice experience working there. I also worked for a short time at SENATI,
an institute who prepares young fellows to be technicians. I have also
worked as freelance teacher and translator. I love the children and enjoy
teaching. For this reason, in spite that I am not teaching at any
institution, I invite children of my neighborhood by the end of the year to
teach them Christmas carols and some handcraft to celebrate Christmas
together.
At present I am a Perú TESOL member and, I am also a member
of the Fellowship women at Union Church.
I like technology, although I am not an expert, when I saw
Claudio Azevedo's blog, I wanted to produce something similar. It was
exciting to do it and I felt very pleased after it.
My name is Margarita Jara de la Roca. I am Peruvian
and live in Lima, Perú. Here is a link to my blog - English Support
SOME QUOTES FOR THIS VIDEO
LOVEIS PUTTING SOMEONE ELSE’S NEEDS
BEFORE YOURS.
HI, I’M OLAF AND I LIKE
WARM HUGS
I HAVE ALWAYS LIKED THE IDEA OF SUMMER AND ALL
THINGS HOT
WINTER IS A GOOD TIME
TO STAY IN AND CUDDLE
LET IT GO – Idina Menzel
Lyrics:
The snow glows white on the mountain tonight
Not a footprint to be seen.
A kingdom of isolation,
and it looks like I'm the Queen
The wind is howling like this swirling storm inside
Couldn't keep it in; heaven knows I tried
Don't let them
in, don't let them see
Be the good girl you always have to be Conceal, don't feel, don't let them
know
Well now they know
LET IT GO, LET
IT GO
Can't hold it back anymore
LET IT GO, LET
IT GO
Turn away and slam the door
I don't care what they're going to say
let the storm rage on.
The cold never bothered me anyway
It's funny how some distance
makes everything seem small
and the fears that once controlled me
can't get to me at all
It's time to see
what I can do
to test the limits and breakthrough
no right, no wrong, no rules for me,
I'm free!
LET IT GO, LET
IT GO
I’m one with the wind and sky
LET IT GO, LET IT GO
You'll never see me cry
here I stand and here I'll stay
Let the storm rage on
My power flurries through the air into the
ground
My soul is spiraling in frozen fractals
all around
And one thought crystallizes like an icy blast
I'm never going back, the past is in the past
LET IT GO, LET
IT GO
and I'll rise like the break of dawn
LET IT GO, LET IT GO
that perfect girl is gone
Here I stand
in the light of day
Let the storm rage on
The cold never
bothered me anyway!
Vocabulary
Glow
(v) – to produce a continuous light
Howling (adj.) – to be very successful
Swirl
(v) - to move quickly with a circular movement
Conceal (v) - to prevent ST from being seen or discovered
Rage
(n) – extreme or violent anger
Funny
(adj) – humorous, causing laughter
Break through (ph v) to force yourself through ST that is
holding you back
Flurry
(v) – (of snow) to fall or be blown in a flurry
Fractal (n) – a geometric figure
Blast
(n) – (event) an exciting or enjoyable experience or event, often a party
Break of dawn (n) – the early part of the morning when the sun
first appears
Antonyms
Conceal ≠ Show
Rage ≠ Joy
Funny ≠ Serious
Synonyms
Glow = radiate, flush
Howling = wonderful, fantastic
Blast = clap, boom, good time
Make a sentence with
the following words
am queen I looks It like the
……………………………….
of like will the dawn I break rise
……………………………….
me anyway cold bothered The never
……………………………….
Fill in the blanks with
the following words
limits time
cry small rules
funny fears right
It's ………… how some distance makes everything
seem ………… and the ………… that once controlled me
can't get to me at all. It's ………… to see what I can do
to test the ………… and break throughno
…………., no wrong, no ………… for me, I'm free!
Let it go, let it go. I’m one with the wind
and sky
Let it go, let it go. You'll never see me …………
Here I stand and here I'll stay, let the storm rage on
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).
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.
