The Tooth Fairy: In Case x In Case of

This is a good wholesome movie. I had a fun time watching it. I used this great scene to have students practice contrasting the use of In Case and In Case Of.



The legend of the Tooth Fairy is about a fairy that gives a child money or gifts in exchange for a baby tooth that has fallen out. Children typically place the tooth under their pillow at night. The fairy is said to take the tooth from under the pillow and replace it with money once they have fallen asleep.



A. Read the inventions made for the Tooth Fairy. Look at the invention's name and make a guess about when or why use it. Make sure you complete the sentence with in case and in case of.

Ex:



Magic Generator Wand:



You may use it in case you need to make someone disappear.


You may use it in case of an emergency.



1. Invisibility Spray




You may use it in case __________________




You may use it in case of ________________




2. Shrinking Paste




You may use it in case _____________



You may use it in case of ___________





3. Dog Bark Mints




You may use it in case ______________



You may use it in case of ______________




4. Amnesia Dust


You may use it in case ________________



You may use it in case of _______________





B. Now watch the movie segment and complete the sentences, using the information in the segment.








1. I would use the invisible spray in case ____________



2.You may use the shrinking paste in case _____________



3. You may use the dog barks mint in case of _______________



4. You may use amnesia dust in case _______________


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MOVIE SEGMENT DOWNLOAD - TOOTH FAIRY

Possible answers

B.


1. you don't want anybody to see you.


2. you want to shrink 6 inches


3. attacks of cats, mailmen, dogs that come after you.


4. you want the kid to forget everything for the last few seconds

Dinner for Schmucks: Present Continuous

The opening scene of this movie is memorable and perfect for beginners to practice the present continuous tense. The instructions of the game are simple, but you had better model it, instead of giving the instructions in written form.





Game:

I. Divide the class into groups of 3 students. Watch the movie segment and take notes of all the leisure activities the mice are doing in that afternoon.





II. Get together with your group and write down as many sentences as you can, saying what the mice are doing. You have 10 minutes to do it.





III. Read all your sentences to the class. Every sentence with both correct grammar and information, according to the segment, scores 1 point. The winner is the group that scores most points.


IV. You may watch the segment again to check whether the leisure activities are correct.


OR

I. Cut the sentences into slips and place them in a box.

II. students take turns to pick up a sentence and mime it to their own group. The group has 15 seconds to guess the correct sentence and score a point.

V. Talk to a partner:


1. Which activities you saw in the segment do you like to do in your leisure time?

2. Which ones don't you like to do?



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MOVIE SEGMENT - DINNER FOR SCHMUCKS

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Thank you all for 1.000.000 hits on Movie Segments to Assess Grammar Goals. This is a motivating number that will certainly make me keep on sharing my activities!

Mary and Max: There to be

I love this Australian animated movie. Here the student plays bingo with what they will see in the movie in order to practice of the verb THERE + TO BE. This class was really fun!

A. You are going to see a movie segment that shows Lamington Drive in Waverly, Australia. Look at the phrases below and complete the bingo chart with 9 of the given phrases that you think you will see in the scene.

a pair of boots on the wires / a football on the roof / a fast trolley / a sprinkler in the garden / a pair of roller skates on the grass / trash cans on the street / kids playing rugby/ different mailboxes / a brown bicycle / a barbecue grill / different statues / beautiful flowers/ an underwear on a line / very tall buildings / a bird cage/ an I-pod/ hot dog stands

BINGO

B. Watch the movie segment now and check your bingo chart. The winner is the student who bingoes or who guesses the most correct items.





C. Now rewite the phrases in your chart, using there is (not) or there are (not)

Ex: There is a pair of roller skates on the grass

2. ............................................................

3. ............................................................

4. ...........................................................

5. ...........................................................

6. ..........................................................

7. ...........................................................

8. ...........................................................

9. ...........................................................

MOVIE SEGMENT - MARY AND MAX

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Answer key - Possible items:

a pair of boots on the wires / a football on the roof / a sprinkler in the garden / a pair of rollerskates on the grass / trash cans on the street / mailboxes / a barbecue grill / different statues / an underwear on a line

Spirit - Stallion of the Cimarron: Onomatopoeia

Teaching figures of speech are occasionally necessary. This is a fun way to practice identifying onomatopoeia. REMEMBER:

Onomatopoeia is a figure of speech that employs a word, or occasionally, a grouping of words, that imitates, echoes, or suggests the object it is describing, such as "bang", "click", "fizz", "hush" or "buzz", or animal noises such as "moo", "quack" or "meow".

I. Match the animals or things below and the onomatopoeia you believe the sound they make suggests. There may be more than only one matching for each of the items. Try to figure out the "sound" the verbs may have to identify the corresponding noun.




1. Wind

2. River

3. Wings

4. Bird

5. Eagle

6. Geyser





( ) rumble

( ) swoosh

( ) flutter

( ) screech

( ) chirp

( ) spout

( ) blow








II. Watch the movie segment and check your answers:











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MOVIE SEGMENT DOWNLOAD - STALLION SPIRIT OF THE CIMARRON




Answer Key:


river: rumble

wings: swoosh, flutter

eagle: screech

bird: chirp

geyser: spout

wind: blow

bird: chirp

The Princess and the Frog: Simple Present

This is one of the best animated movies by Disney in recent years. It is fun, amusing and uplifting. The music and plot are great. I love it. I used this scene to practice the simple present tense based on a typical routine day in New Orleans. In the end, the students may personalize the exercise talking about themselves and their own city. They loved it!







A. Take a look at the activities below. Watch the movie segment and write T if Tiana, the main character, performs the activity or P if it is the people of New Orleans who do it, or B if both Tiana and the people do it on a typical day, according to the segment.




( ) 1. Read a magazine on the way to work.

( ) 2. Play musical instruments in the streets.

( ) 3. Dance in the streets of New Orleans.

( ) 4. Serve food and drinks in a restaurant.

( ) 5. Play card tricks.

( ) 6. Buy newspapers in the streets.

( ) 7. Have fun.

( ) 8. Make magic.


B. Now write down four affirmative and four negative statements about what Tiana does (doesn't do) and what people do (don't do) on a typical New Orleans day. Use the information in exercise A.


Affirmative sentences:

1 ...................................................................

2 ..................................................................

3 ..................................................................

4. .................................................................

Negative statements:

1 ..................................................................

2 .................................................................

3 .................................................................

4 .................................................................

C. Now take a look at the activities in exercise A. Write affrimative and negative statements saying wht you do (don't do) on a Brasilia's (or your town's) typical day.


Ex 1. I read (don't read) a magazine on my way to work (school).

2 ....................................................................

3 ....................................................................

4 ....................................................................

5 .....................................................................

6 .....................................................................

7 .....................................................................

8 .....................................................................







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MOVIE SEGMENT DOWNLOAD - THE PRINCESS AND THE FROG

Avalon: Homophones x Homographs

Read the definitions below:

A homophone is a word that is pronounced the same as another word but differs in meaning. The words may be spelled the same, such as rose (flower) and rose (past tense of "rise"), or differently, such as carat, caret, and carrot, or two and too. (more at the related link)

The word homophone is made from two combining forms:
homo- (from the Greek word "homos", meaning "same"
-phone (from the Greek word "phone", meaning "voice" or "sound"

HOMOPHONES sound alike and have different meanings, but have different spellings.

Ex:

bee (insect) - be (verb)

HOMOGRAPHS are words that are spelled the same but have different meanings.

Ex: lie (untruth) - lie (down)

I. Watch the movie segment and decide what words are examples of homophones (2 words) and homographs (3 words). Then write their definitions.





HOMOPHONES:

__________ AND _________

Definitions: ______________ AND _________________


HOMOGRAPHS:

______________, ______________ AND ________

Definitions: __________, _____________ AND ____________

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MOVIE SEGMENT DOWNLOAD - AVALON

Answer key:

Homophones: Aunt AND Ant

1. Aunt: The sister of someone's father or mother

2. A very small insect that live under the ground in a very organized society

Homographs: Great AND Great AND Great

1. Great: a member of the family that is one generation away from that member

2. Great: big

3. Great: very good

An American Carol: In Case x In Case of

This a totally politically incorrect movie, full of misconceived stereotypes about the Arab world. Be selective when you use the segment, especially if you have students from Arab countries. It is a funny scene though. I used it to practice the use of In Case (of) in a contextualized manner.

A. Watch the movie segment and then read the sentences below. Then complete the blanks with IN CASE or IN CASE OF.

1. Ahman said they need a guest work program _____ the Taliban don't do their job.

Ahman said they need a guest work program _____ the Taliban's desistance.

2. They believe they need a new recruitment video ____ suicide bombers stop volunteering.

They believe they need a new recruitment video _____ lack of volunteers.

3. Ahmed is usually punctual ________ something delays him.

Ahmed is usually punctual ________ delays

4. Ahmed double checks his the address of the site ________ mistakes.

Ahmed double checks his address ________ there is a mistake.

5. Ahmed wears properly, wearing clothing that is loose enough to hide his explosives _______ someone becomes suspicious of the bomb.

He wears loose clothing _______ suspicion.

B. Talk to a partner:

1. How do you describe the stereotyped characters shown in the segment?

2. Is it fair to picture Arabs this way? Why (not)?

3. How would you describe the stereotypes of the people where you live?

4. Why were the characters shown the way they were in the segment?

5. How do you think your country is stereotyped by foreigners?

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MOVIE SEGMENT - AN AMERICAN CAROL

Answer Key:

A.

1. In case / in case of

2. In case / in case of

3. In case / in case of

4. In case of / In case

5. In case / In case of

A Bug's Life: Pre-Determiners - Such, What

This is such an interesting animation. I used this scene to teach pre-determiners - such and what. My lesson was contextualized and fun.


Introduction:

PRE-DETERMINERS: SUCH, WHAT

These words are normally placed before the indefinite article.

Such and what are often used to express surprise or other emotions:

Examples:

a. What a lovely day!

b. She's such a lovely woman!

c. What an incredible film!

d. He's such a fantastic guitarist!

I. Watch the movie segment and choose one of the adjectives provided to complete the sentences, according to the movie. Then rewrite the sentences, using the pre-determiner in parentheses and the adjective you have chosen. Follow the examples in the introduction.

1. Ants are very (organized/intelligent/agile) insects.

(such) ................................................................

2. The pile of food is (huge/amazing/impressive).

(what) .................................................................

3. The anthill is (awesome/complicated/interesting).

(such) ...................................................................

4. The grasshoppers are (terrifying/scary/aggressive) insects.

(what) ...................................................................

5. Flik is a (clumsy/stupid/ridiculous) ant.

(such) ....................................................................

6. Princess Atta is a (beautiful/ugly/nice) ant.

(what) ................................................................


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MOVIE SEGMENT DOWNLOAD - A BUG'S LIFE

<!--[if gte mso 9]> Normal 0 21 false false false PT-BR X-NONE X-NONE

answer key:

possible answers

1. ants are such organized insects

2. what a huge pile of fod

3. it’s such a complicated anthill

4. what terrifying insects

5. flink is such a clumsy ant

6. what a beautiful ant

Kick-Ass: Story Writing - Narratives

This film has some scenes which show violence, and I would never recommend them for the EFL/ESL classes. This scene, though, does not, and it is great for story telling/ narrative writing. In fact, it is a very attractive segment. Make sure your audience consists of adults.

I. Watch the movie segments with sounds off. Pay attention to the strips so you can come up with the story itself. If necessary, watch it twice with sounds off.

II. Work in pairs. Write down a story for the strips. Use your imagination and be creative.

III. Read your stories out loud.

IV. Watch the segments with sounds on now. Compare your stories. Which group wrote the closest ideas to what was shown in the segment.

V. Role play the story.

MOVIE SEGMENT DOWNLOAD - KICK ASS

THERE IS NOT A WORKSHEET FOR THIS ACTIVITY BECAUSE IT IS NOT NECESSARY

Rise of the Planet of the Apes: As x Like

This movie is wonderful. The idea is so original that it makes you wonder how life would be if it were true. I used this amazing scene to contrast the use of like and as, a very barren grammar point that becomes more interesting with the use of a movie segment to entice the students.








Talk to a partner. Decide if you agree with these statements about animal testing. Justify your answers:

"Animals are here for humans to use. If we have to sacrifice 1,000 or 100,000 animals in the hope of benefiting one child, it's worth it."

"Science has a responsibility to use animals to keep looking for cures for all the horrible diseases that people suffer from."


"If we didn't use animals, we'd have to test new drugs on people."


"If people will benefit from the experiments, it is not relevant whether the animals suffer or not."


I. Watch the segment and complete the blanks with LIKE or AS.







1. ___________ we know, animal testing is controversial.

2. The chimp is _________ a friend to the doctor.

3. She is as smart _____________ a human being.

4. __________ expected, she was unable to complete the puzzle at first, before taking the new drug.

5. She behaved _______________ if he were completely out of control.

6. She is agile, ___________ most monkeys.

7. The doctor works ___________ a genetic engineer, researching the cure of Alzheimer.

8. ___________ a doctor, he suggested that more money be invested in therapies to treat brain disorders.



Answer key:

1. as 2. like 3. as 4. as 5. as 6. like 7. as 8. as



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MOVIE SEGMENT DOWNLOAD - RISE OF THE PLANET OF THE APES