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eo-ioeo-4° Introduce your partner to your class
First name: __________________________
Surname: ___________________________
Date of birth: ________________________
Place of birth: _______________________
Address: ____________________________
___________________________________
Brothers and sisters: __________________
Pets: ______________________________
Hobbies: ___________________________
Likes:_______________________________
____________________________________
Dislikes: ____________________________
____________________________________
Ask your partner questions to
fill in his/her form. Ask him/her to
spell difficult words (countries, cities
etc ) . Then introduce your
partner to the class.
First name: __________________________
Surname: ___________________________
Date of birth: ________________________
Place of birth: _______________________
Address: ____________________________
___________________________________
Brothers and sisters: __________________
Pets: ______________________________
Hobbies: ___________________________
Likes:_______________________________
____________________________________
Dislikes: ____________________________
____________________________________
Ask your partner questions to
fill in his/her form. Ask him/her to
spell difficult words (countries, cities
etc ) . Then introduce your
partner to the class.
Projet Vivre ensemble 2010-2011
A partir de l’un des axes du projet de l’établissement, Vivre ensemble,
Les élèves de 6°3 ont participé au goûter du service Agathe de l’EHPAD de Doubs. La musique ayant un rôle fédérateur, les personnes présentes ont également participé sous l’égide des élèves qui ont donné à chacun une copie de la chanson. Nous avons offert une barquette de clémentines aux personnes présentes, la représentation ayant eu lieu début décembre avant l’encombrement des fêtes de fin d’année. Le moment était donc propice et l’attention des personnes bénéfique aux élèves. Un micro aurait néanmoins été nécessaire pour les contes pour une meilleure réception. La mise en scène n’a pas été faite faute de temps. Le coût de l’opération s’élève à 8 euro (clémentines). Le déplacement s’est effectué à pied, nous sommes voisins. L’axe Vivre ensemble du projet d’établissement prend tout son sens.
La chanson Do you like ? Enjoy 6° a été chantée et les contes écrits avecMadame Delphine Kuenzi ont été présentés par les élèves dans le service Agathe.
Ces vidéo-clips sont le travail de la déléguée de la classe qui a filmé ses camarades après accord e des familles.
Conclusion:
Ce travail a contribué à fédérer le groupe -classe.
Cinq minutes ont été nécessaires pour travailler la chanson à la fin de chaque séance. Une poursuite est envisagée. La simplicité de la chanson a été un moyen de faire participer les personnes de l’EHPAD en anglais et de créer du lien entre les participants.
Les 26 élèves ont fait preuve de respect et de politesse en distribuant leurs travaux par exemple ou en répétant plusieurs fois la chanson.
Ils ont chanté une dernière fois, spécialement pour une dame qui en a fait la demande!
A1-A2-B1 Our film review of the Secret of Kells
https://fr.vikidia.org/wiki/Celtes
[youtube]http://www.youtube.com/watch?v=RZm1kVnZ7hk&feature=related[/youtube]
About the film: Where does the story take place?
1) It takes place in Iona in Scotland
2) It takes place in Kells in Ireland
3)Louis Le Bocquy, a painter (born in 1916) inspired the film-maker
3) The book was transferred in 806 from Iona in Scotland to Kells in Ireland
Who are the characters of the film?
Abbot Cellach:
1) he is a tall and protective man who lives in a tower
2)he forgot he was an illuminator in the past
3)he has got ginger hair
4)he lives in a tower to forget the past
Abbot Aidan:
1) He is of small size
2)he teaches Brendan how to draw or how to observe
Pangur Ban:
1) She is a real and mythical cat
2) She is only mythical
3) There are poems written by the monk in the archives which mention the cat
Aisling’s parents:
1) They were killed by Crom Cruach
2) They died when she was younger
3) They are still alive
Aisling:
1) She is a fairy and an angel
2) She is intelligent, careful and also very sensitive
3) She moves on four feet
4) She can transform herself into a wolf
Abbots Tang, Leonardo and Assoua:
1) They are all illuminators
2) They are allowed out of the monastery
3) They are not allowed out of the monastery
4)They are entirely dedicated to the scriptorium
5) They eventually/finally die but the spectator doesn’t see them
The Vikings:
1) They are not menacing shadows
2)They are represented as cruel animals
3) They represent death, unhappiness, dangers and tragedy, destruction and war, horror and blood
Crom Cruach:
1) He is a Celtic God with a snake
2)He represents the dragon as a legend
3) He was shot by Saint Patrick in Irish mythology
4)His name means “The Dark One”
What are the Celtic symbols in the film?
1) The square
2) The rectangle
3)The triangle
4)The circle
5) light modifies the scenes
6) light doesn’t modify the scenes
7) forest as paradise on earth
8) forest as opposed to flat landscapes
9) the circle as the symbol of harmony
10) the “triskele” is a Celtic symbol which is a representation of water, fire and earth
And now the story:
1) it starts when Brendan is a child and finishes when he is an adult
2)it is the story of the evolution of a young boy into adulthood
3)the Book is always present in Brendan’s mind
4)the Vikings are always present in Brendan’s Uncle’s mind
The Book of Kells:
1)The Book of Kells is a real book which is in Trinity College, Dublin, Ireland.
2)The Book of Kells isn’t a real book and doesn’t exist.
It is a legend.
What about Pangur Ban, the magic spell and spirit?
1)Pangur Ban, the white cat, existed. She is a female cat.
2)Pangur Ban the white cat never existed.
3)One of the monks wrote poems about her.
How is Celtic mythology represented ?
1) symbols inspired by nature and animist cults.
2) it is close to natural rites and rhythms
Can you name painters who inspired the artist?
The monastery is very beautiful.
The colors are original.
People are monks and priests.
Walls have got bizarre shapes.
Brendan is twelve years old.
He is an orphan: he hasn’t got any parents.
His father and his mother died.
He meets a very friendly girl: she is called Aisling!
She will help him. She is a fairy. He is looking for berries to make ink
because he wants to write the Chi Ro page.
Brendan is of medium height and size and has got ginger hair.
He lives in Kells in Ireland.
Brendan’s Uncle is the head of Kells.
He is taking care of other monks and people.
The book is very important to him.
The security and safeness of the monastery matters to him as well!
He lives in a tower which opens with a very narrow door.
He is very strict because he wants to save the monks and his people from the Northmen’s attacks.
The Secret Of Kells
Description of Aisling: long white hair and green eyes. She looks like a fairy and she is one! She has the power to turn the cat, Pangur Ban into a fish-cat, a spirit! She can use her spells!
Description of Brendan: short orange hair and blue eyes, long feet, curly and funny ears! He is the hero of the story and we can see him when he is older!
Description of the monks: Asian, African, all walks of life! They are wearing long red coats
I like the scene when :
– When the bad guys come and attack the town of Kells
– When Brendan goes into the forest to look for an eye
– When Brendan dreams that the Vikings will attack Kells because he has visions and can trust his imagination! He is a visionary!
– When Brendan makes a lot of drawings on the Book! He is inspiring!
I like the scenes when there is
- a lot of suspense and many battles
- when the forest is beautiful
- when the book is beautiful and turns into a magic spell!
- Pangur Ban is really cute with two different colours for his eyes! Pangur Ban did exist! He was one of the monk’s cat. The monk wrote poems about her!
Our film review about the Secret of Kells
I liked the scene when the little boy writes the sacred book
-I liked the discovery of the forest
-I liked the scene when he catches the monster’s eye.
-We liked the red and the green colours and the drawings!
My best scenes:
– The meeting between Aisling and Brendan
-She is quicker than Brendan,
she runs faster and she is the best!
-She has magical powers to trasnform nature .The cat can go where she cannot
My best favorite scenes
-When his Uncle is hurt, someone tells Brendan : « You must go, your Uncle is not dead! »
– Brendan disobeys his Uncle to pick up berries because he is not allowed to do so!
-Vikings’s attack and the wolves eat the Vikings in the forest
-Brendan thinks the bees will attack him but it is not true!
the Vikings ‘s attacks are in red
Aisling in the forest
the wolves ‘s scenes are also in red
Aisling ‘s eyes
the wolves ‘s eyes
beautiful nature: waterfalls, rivers, leaves in spring, leaves on trees, leaves falling down,
the Vikings’ s eyes
Pangur Ban
the monster Crumach
The scene when Brendan is writing
when the Vikings go Kells
When Brendan meets his uncle
The wolf’s lips and mouth
When Brendan writes the Book of Kells
the fire, the sky, the buildings, the walls, the attacks, the
Brendan catches the goose
Brendan’s UNCLE’s clothes
green berries for green ink
Aisling disappears and gets lost in darkness
red represents evil or a danger: it means something bad is going to happen
and green represents what is best and good in life, luck, happiness,
writing and drawing
Films, a royal wedding, cupcakes, grrrr … grammar
The Other Guys, Saint Andrews, Scotland
[youtube]http://www.youtube.com/watch?v=JAlnM7RUDcA[/youtube]
How to make the perfect Royal Wedding cupcake April, 28, 2011
adapted from : http://www.thetimes.co.uk/tto/news/ and Jean Sabiron’s site
Eric Lanlard’s cupcakes are perfect for street parties, birthdays, weddings or seasonal festivities
Makes 12 cupcakes
Preparation time: 15 minutes, + cooling
Cooking time: 18 minutes
Ingredients
175g (6oz) self-raising flour
150g (5oz) plain flour
125g (41/2oz) unsalted butter, softened
250g (9oz) caster sugar
2 large eggs, at room temperature
125ml (4fl oz) milk
1/2 tsp vanilla extract
Choose the right word in context : Beware of explosions !!
Preheat the (fridge-oven-microwave) to 180.C (fan 160.C)/350.F/gas mark 4. Line a 12-cup (muffin-coffin-boffin) tin with cupcake papers. In a small (barrel-bowl-bottle), combine the (flowers- flours-floors) and then (sit-set-spit) aside. In a large bowl, using an electric hand whisk-at medium (heat -speed-length), cream the butter until (smooth-rude-black). Add the (tar-sugar-mortar) gradually and continue beating until (grumpy-fluffy-filthy), about 3 minutes. Add the (Nick Clegg- a keg- eggs), one at a time, beating well after each (addition-multiplication-inflation). Add the flour in three (stages-rages-crates), alternating with the milk and (mozilla-vanilla-gorilla). With each addition, beat until the ingredients are (evaporated-incorporated-saturated), but do not over-beat. Using a rubber (spatula-ferula-band), scrape down the batter in the bowl to make sure the ingredients are well (inflated-vanished-blended).
Carefully spoon the (splitter-butter-batter into the cupcake papers, filling them about three-quarters full. (Bathe-Bake-Dive) in the preheated oven for 18 minutes. Cool the cupcakes in the (bins-tins-sins) for 15 minutes. Remove from the tins and cool completely on a (wire-fire-wine) rack before (icing-rinsing-freezing).
The KEY
Preheat the oven to 180.C (fan 160.C)/350.F/gas mark 4. Line a 12-cup muffin tin with cupcake papers. In a small bowl, combine the flours and then set aside. In a large bowl, using an electric hand whisk at medium speed, cream the butter until smooth. Add the sugar gradually and continue beating until fluffy, about 3 minutes. Add the eggs, one at a time, beating well after each addition. Add the flour in three stages, alternating with the milk and vanilla. With each addition, beat until the ingredients are incorporated, but do not over-beat. Using a rubber spatula, scrape down the batter in the bowl to make sure the ingredients are well blended.
Carefully spoon the batter into the cupcake papers, filling them about three-quarters full. Bake in the preheated oven for 18 minutes. Cool the cupcakes in the tins for 15 minutes. Remove from the tins and cool completely on a wire rack before icing.
Welcome to the Firm: The Middletons share the public’s acclaim on the Buckingham Palace balcony. Kate’s parents Mike and Carole are on the left, next to Prince Charles holding the Duchess of Cornwall’s granddaughter Eliza Lopes. The bride’s sister Pippa stands between Princes Philip and Harry
I Dreamed I SThe playlist
aw St. Augustine by Bob Dylan
I dreamed I saw St. Augustine
Alive as you or me
Tearing through these quarters
In the utmost misery
With a blanket underneath his arm
And a coat of solid gold
Searching for the very souls
Whom already have been sold
“Arise, arise,” he cried so loud
In a voice without restraint
“Come out, ye gifted kings and queens
And hear my sad complaint
No martyr is among ye now
Whom you can call your own
So go on your way accordingly
But know you’re not alone”
I dreamed I saw St. Augustine
Alive with fiery breath
And I dreamed I was amongst the ones
That put him out to death
Oh, I awoke in anger
So alone and terrified
I put my fingers against the glass
And bowed my head and cried
Written comprehension:
Vous êtes rédacteur, rédacteure ou encore rédactrice d’ un site culturel sur l’Australie.On vous demande d’écrire quelque chose sur ce pays qui fasse rêver vos lecteurs. L’importance de la nature doit être présente. Les contes étudiés en cours faisant partie du programme de 4° “Ici et ailleurs” sont une référence qui ne doit PAS être recopiée mais qui peut servir d’exemple ou tout du moins vous donner des idées.
Commencer le conte par “Once upon a time, there was…”
Inclure des références géographiques précises:
Inclure le vocabulaire lié à la nature:
Inclure First, Then, Afterwards, Eventually, Finally:
Inclure 5 adjectifs contruits avec le comparatif d’égalité ou de supériorité
Prise de risques: idées et vocabulaire personnels
Le respect de consignes est important car il permet de valider la note finale.
Si deux copies présentent des similarités, la note du travail effectué est divisé en deux
Les comparatifs de supériorité: plus…que
James DeInclure dix verbes au passéan was cuter than Marlo Brando and Marlon Brando was a better actor.
The music was more provocative than the movie.
The TV serial Happy Days was more popular than the movie American Graffiti.
Disco clothes were flashier than punk clothes.
Le superlatif
New York City is the biggest and the most populated city in the Untied States.
Washington DC is the most visited city in the United States.
Los Angeles is one of the sunniest city in the United States.
Alaska is the largest and the coldest state in the United States.
The Mississipi river is the longest river in the United States.
Fracture: Simple Past
This is a great movie, but a bit farfetched. If you like police stories, you will love it. I used the crime scene to practice the simple past tense.
Vous devez imaginer les scènes avant le crime. Vous écrirez les verbes à la forme affirmtive et à la forme négative pour CHAQUE phrase.
1) Ted’s wife, Sally, __________________________________ home (drive).
2) She ___________________________________________ the front door (unlock).
3) She ________________ ____________________________her jacket (take off).
4) She _________________________________________ her husband was in the house (notice).
5) They _________________________________________________ each other (hug).
6) They _________________________________________________ each other (kiss).
7) Ted __________________________________________ his wife in the head (shoot).
8) Gardeners ____________________________________________ a gunshot (hear).
9) Ted_______________________________________ the bullet cases on the floor. (pick up).
10) One of the gardeners ____________________________________ on the door (knock).
11) Ted ______________________________________ the door for the gardener (open).
12) Ted ________________________________________ the windows a few times (shoot).
13) Ted ___________________________________________________ his wife (drag).
14) He ____________________________________________________ his shirt (take off).
15) He _____________________________________________________ his shirt (burn).
16) He __________________________________________________________ his face (wash).
17) He ____________________________________________________ the police (call).
18) The gardener ______________________________________ Ted clean the house (help).
Elizabethtown: “Simple Past”
One of the best romantic comedies ever. The soundtrack is fantastic. I love this scene and girls think it is sooooo romantic… In this scene, the main characters spend the whole night talking to each other over the phone and they perform several activities while doing it. It is perfect for the students to practice of the simple past tense.
Make a list of the things you usually do while you are talking over the cell phone:
1. _______________________
2. _______________________
3. _______________________
Watch the movie segment. Pay attention to the activities the main characters performed while they were talking to each other over the phone. Write ( D ) if Drew was the one who performed the following tasks and ( C ) if it was Claire. Write ( B ) if both of them did it.
1 .( ) Open the gate
2. ( ) Make dinner
3. ( ) Change clothes
4. ( ) Go to the bathroom
5. ( ) Polish one’s nails
6. ( ) Do the laundry
7. ( ) Look at pictures
8. ( ) Listen to music
9. ( ) Dance
10.( ) Drink beer
11.( ) Turn off the lights
12.( ) Drive a car
13.( ) Put on some lipstick
14.( ) See the sunrise
I. Work in groups. Read the activities below and guess which activities the character in the movie did NOT do while smoking cigarettes BEFORE VIEWING THE SEGMENT. You have to choose 4 activities. The winner is the group who guesses most activities.
1. ( ) Vacuum the house
2. ( ) Drink whiskey
3. ( ) Water the plants
4. ( ) Sweep the flo0r
5. ( ) Put a mask on someone’s face
6. ( ) Break some eggs on someone’s hair.
7. ( ) Do the laundry
8. ( ) Sleep
9. ( ) Kick the dog
10. ( ) Read a book
11. ( ) Dance
12. ( ) Talk on the phone
13. ( ) Kiss the children
Up in the Air: Simple Present x Simple Past
This movie is really nice and the scene is perfect to contrast the uses of the simple present and simple past tenses.
I. Work in small groups. Make a list of activities you do every time you travel by
pla
ne. Think about what you do during the day until the plane takes off. Make sure you mention the steps you take at home and at the airport too.
Ex:
I make my bags.
I shave.
II. Watch the movie segment and check which of the activities you listed in Exercise I George Clooney’s character did that day.
III. Now write 5 sentences saying what he did in the segment that you did not list in exercise II.
Ex: He took off his shoes at the airport.
IV. Now write sentences saying 5 things from your list that he didn’t do before traveling.
Ex: He didn’t shave.
Hachiko – A Dog’s Story: Passive Voice with Simple Past
A – Talk to a partner.
1. Do you have a pet? Talk about it.
2. Do you prefer dogs or cats? Why?
3. Is it important to have pets? Why?
4. When are pets helpful in a person’s life? Explain it.
5. When are pets harmful to a person?
6. What are the advantages and disadvantages of having pets?
I. Watch the movie segment and check the alternatives with the actions that you managed to see during the scene.
1. ( ) A Japanese monk put the collar around Hachi’s neck.
2. ( ) He put Hachi in a cage.
3. ( ) He took Hachi to a train station.
4. ( ) He fed Hachi.
5. ( ) A couple of guys picked Hachi up at the airport.
6. ( ) The baggage carrier accidentally dropped Hachi’s cage on the station platform.
7. ( ) Someone found the broken cage.
8. ( ) Parker found and carried Hachi home.
The Shawshank Redemption: Simple Past
This is a classic. Perfect for the simple past tense practice.
A. You will see the trial of Mr. Dufresne, accused of murdering his wife and her lover. Read parts of the judge’s and Mr. Dufresne’s speeches and fill in the blanks with the past tense form of the verbs in parentheses.
J: Judge
D: Mr. Dufresne
J: Describe the confrontation you _______ (have) with your wife.
D: It _______ (be) very bitter. She _______ (say) she ___________ (be) glad I _____ (know) that she ________ (hate) all the sneaking around.
J: And she ______ (say) she ________ (want) a divorce in Reno. What _______ (happen) after you ________ (argue) with your wife?
D: She ____ (pack) her bag.
J: ______ you _______ (follow) her?
D: I _______ (go) to a few bars first. Later, I ______ (drive) to his house to confront them. They ________ (be – neg) home. I __________ (park) in the turnout… and _______ (wait).
J: When they _________ (arrive), you ________ (go) up to the house and _____ (murder) them.
D: I ________ (get) back to the car and ________ (drive) home to sleep it off. Along the way, I __________ (throw) my gun into the Royal River.
J: The police _______ (drag) that river for 3 days and a gun was not found.
A. Take a look at the pair of sentences below. Write 1 next to the action that took place first and 2 next to the one that took place later.
___ Coraline went through a purple tunnel.
___ She entered a beautiful, neat living room.
___ She smelled something good.
___ She saw her other mother cooking in the kitchen.
___ Coraline talked to her other mother in the kitchen.
___ Her father sang her a song.
___ Coraline ate some chicken.
___ She drank some mango milk shake.
___ She went to bed in a comfortable bedroom.
___ She saw and talked to her friends in the picture.
What Women Want: Simple Past
This is a great scene. The students usually like it, especially because it is unconventional and unexpected.
Ask a partner if he / she did the following things before going to work or school 
this morning.
Ex: Did you drink wine?
No, I didn’t.
Talk to a partner and decide if Nick (Mel Gibson) performed the following activities before going to work by checking the items.
1. Drink wine
2. Smoke a cigarette
3. Have breakfast
4. Polish the nails
5. Put on some makeup
6. Shave
7. Wax the leg
8. Wear pantyhose
9. Wear socks
10. Dry the hair
11. Trip on the floor
12. Have an accident
13. Take a shower
14. Watch TV
Little Miss Sunshine: Tag Questions
This is a lovely scene from this wonderful film. I love the acting and the intelligent s
tory. This
scene is remarkable. I took advantage of the scene to practice asking tag questions. With this activity, the students can practice the grammar point based on contextualized evidence, which is great. I only used sentences in the past tense, though.
A. Talk to a partner
1. Have you ever participated in a pageant? Talk about it. What is your opinion about beauty pageants?
2. Is it OK for young children to participate in pageants?
3. What’s your opinion about pageants like Miss Brazil, Miss Universe, Model of the Year, etc?
B. Watch the segment, fill in the blanks with affirmative and negative forms of the given verbs, and complete the sentences with a tag question. Make sure the sentences are according to the information presented in the segment.
1 – Olive ……………………………. (be) wearing a suit, a hat and a tie, ……………… ?
2 – She ……….…………. (dedicate) her presentation to her grandfather, ………………..?
3 – Olive …………………. (be) intimidated by the audience, ……………?
4 – The audience …………… (be) shocked with Olive’s sexy dancing, ……………..?
5 – Many spectators …………….. (leave) the hall during her presentation, …………….?
6 – The dance ………………. (be) appropriate for the situation, ……………… ?
7 – Her family ……………………. (support) Olive by dancing with her, ……………….?
8 – The host …………………. (try) to remove her from the stage, …………………. ?
9 – Her father …………………… (dance) with her on the stage, ……………. ?
10 – The DJ …………….. (be) the only person to clap the presentation, ………………. ?
11 – Nobody …………………. (like) the presentation, ………….?
12 – They ………………………… (be) ashamed of Olive, ……….?
Gran Torino: Modal Verb – Should (Advice)
You and your partner will make a list of everything you know about China and its culture. Each piece of information scores 1 point. Your teacher will check which pair of students scored most points.
B. Write P (Polite) or I (Impolite) after the statements below. Make a guess! Which of the actions below are considered polite/impolite during a barbecue lunch according to the Hmong culture, an Asian ethnic group in the mountainous regions of southern China.
1- To eat cat meat (I)
2- To eat dog meat (I)
3 – To drink alcoholic beverages (P)
4 – To look at someone in the eyes (I)
5 – To touch the head of a person(I)
6 – To listen to the elderly (P)
7 – To eat very much (P)
Take a look at Po and Tai Lung. Then write next to the characters the qualities that best describe them, according to your impressions from the pictures. Make sure you write different adjectives for each of the characters.
This is Po:
Ex:
FAT
FUNNY
This is Tai Lung
Ex:
STRONG
INTELLIGENT
FAT STRONG FRIENDLY HEAVY SMART
FUNNY INTELLIGENT TIRED FAST CONFIDENT
LAZY AGGRESSIVE DANGEROUS UGLY QUIET
From the film Australia
Pay attention to Nullah’s words.Because Nullah is an aboriginal who doesn’t have much contact with white people, he doesn’t speak English correctly. Watch the segment, underline the verbs that are incorrect in each of the sentences below and correct them.
1 – My grandfather, King George, he take me to walkabouts.
2 – My grandfather teach me the most important lesson of all.
3 – That day, I see them, the white fellas, pushing bulls across the river.
4 – King George get angry at white fellas.
5 – The coppers come here to take me away.
6 – This story not begin that day.
7 – This story begin a little while ago in a land far, far away.
I. Watch the movie segment, which shows two queens, White and Red. Place the adjectives below under the column that you think is more appropriate for each of the queens.
BEAUTIFUL – ARROGANT – TALL – OLD – YOUNG – THIN – FUNNY – POWERFUL – FRIENDLY – UGLY – AGGRESSIVE – CALM
1. The White Queen (The Red Queen) is more beautiful than The Red Queen (The White Queen).
- _____________________________________
- _____________________________________
- _____________________________________
- _____________________________________
- _____________________________________
- _____________________________________
- _____________________________________
- _____________________________________
- _____________________________________
- _____________________________________
- _____________________________________
source
claudioazevedo@thomas.org.br
A. Work in small groups. make a list of 5 things a young teen can do to help the elderly. Make sure you use the modal verb for suggestion – could – to express your ideas.
1 ………………………………………..
2………………………………………..
3………………………………………..
4………………………………………..
5………………………………………..
B. Now watch the segment and write down 3 suggestions the boy gives to help the old man in the scene.
1……………………………………
2…………………………………..
3…………………………………..
C. Work in small groups again. Make a list of 3 things people could do in the following situations.
I. To protect the environment.
1……………………………………
2…………………………………..
3…………………………………..
II. To help needy people at Christmas time.
1…………………………………..
2………………………………….
3………………………………….
III. To become more popular at school.
1…………………………………..
2………………………………….
3………………………………….
A. Ask a partner if he/she can do the following activities.
Model:
S1: Can you…?
S2: Yes, I can / No, I can’t
1.Play a musical instrument?
2. Practice karate?
3.Turn somersaults?
4. Skate?
5. Play badminton?
6. Play table tennis?
7. Juggle with balls?
8. Juggle with chainsaws?
9. Jet ski?
10. Mix music at parties?
11. Make origami?
12. Speak Chinese?
A. Work in small groups. Make a list of 5 qualities or characteristics a good teacher must (has to) have and which ones he can’t have. 
He / She MUST:
1 …………………………………………
2 …………………………………………
3………………………………………….
4 …………………………………………
5 …………………………………………
He / She CAN’T:
1 …………………………………………
2 ………………………………………..
3 ………………………………………..
4 ………………………………………..
5 ………………………………………..
B. Now watch the movie segment. Which of the characteristics you have listed before apply to Mr. Woodcock?
C. Imagine you are talking to Mr. Woodcock now. Tell him what he must (has to) do and what he can’t do to become a better teacher.
1 ……………………………………………..
2 …………………………………………….
3 …………………………………………….
4 ……………………………………………
5 ……………………………………………
The Hitcher: Modal Verb SHOULD – Advice
This movie is a classic that has changed many people’s opinions about giving rides to strangers on roads. I took advantage of the opening scene to have student practice modal verbs for advice – SHOULD – OUGHT TO.
Make a list of what drivers should and should not do when th
ey travel by car alone during the night.
What drivers should (ought to) do:
1 – ………………………………………………..
2 – ………………………………………………..
3 – ………………………………………………..
4 – ………………………………………………..
What drivers shouldn’t (oughtn’t to) do:
1 – …………………………………………………
2 – ………………………………………………..
3 – ………………………………………………..
4 – ………………………………………………..
Twilight: Modal Verb for Ability – CAN
Although this movie is apparently attractive just to teenagers, this scene is fun and exciting for everybody. This scene is excellent for teens, though. They like the movie and it suits the grammar goal well. Students can practice the modal verb CAN for ability. They can also learn some new vocabulary about baseball, especially if they are in a country where the sport is not so popular, like here in Brazil.
Talk to a partner about these questions: 
1- What do you know about vampires? 
2- What can they do?
3- What’s good and bad about being a vampire?
A. Vocabulary Collocation:
Match both columns .
1 – Pitch
2 – Hit
3 – Run
4 – Handle
5 – Jump
6 – smell
( ) the baseball precisely
( ) the baseball hard
( ) fast
( ) the bat with agility
( ) high
( ) different perfumes easily
– . The Cullens
Observe the movie segment below. There you will see The Cullens, the group of vampires playing baseball, and the Nomads, the group of vampires who arrive later. Then write down sentences saying what the Cullens and the Nomads can do that we, humans, can’t. Use the matching exercise items and others.
1 ………………………………………………………………………………
2 …………………………………………………………………………….
3 ……………………………………………………………………………..
4 ……………………………………………………………………………..
5 ……………………………………………………………………………..
6 …………………………………………………………………………….
Talk to a partner and decide:
What super powers would you like to have?
I can …………………….., ……………………………, and ………………………………..
Answer Key – Matching may vary:
1. Pitch the ball precisely
2. Hit the ball hard
3. Run extremely fast
4. Handle the bat with agility
5. Jump high
6. smell different perfumes easily
How to prepare your own video activity:
– Select a scene in which the characters can perform different activities, like skills or sports.
– Ask students to write about what they see and what activities they can (not) perform.
A. Watch the movie segment. 
B. In column 1, write YES if you believe it is a possible explanation for the mystery, and NO if you believe it is an impossible explanation.
In column 2, check the items that the characters in the movie believe are possible explanations for what is in the mist.
WHAT IS (IN) THE MIST?
MY OPINION / THE CHARACTERS’ OPINIONS
( ) ( ) A military operation
( ) ( ) A pollution cloud
( ) ( ) A terrorist attack
( ) ( ) Some kind of chemical explosion
( ) ( ) Death
( ) ( ) Just their imagination
( ) ( ) An earthquake
( ) ( ) Aliens
( ) ( ) The end of days
( ) ( ) A poisonous gas cloud
( ) ( ) A nuclear explosion
( ) ( ) A war simulation
C. Now write sentences with might, could or can’t to express possibility or impossibility, speculating about what is in the mist.
Might
1 ………………………………………………………………………………..
2 ……………………………………………………………………………….
Could
1 ………………………………………………………………………………..
2 ………………………………………………………………………………..
Can’t
1.…………………………………………………………………………………..
2 ………………………………………………………………………………….
