martes, 17 de mayo de 2016
miércoles, 11 de mayo de 2016
movie: room
Movie worksheet: Room
1) Look up these words in a dictionary:
SHED: ……………………………… OVERWHELMED: …………………
THREATEN: ……………………….. SUPPLY: …………………………….
WRAP: ………………………………. STRUGGLE: ………………………….
GUILT: ……………………………… STRENGTH :………………………….
2) Read the Plot and complete with the missing words.
captives squalid afford reunited skylight leaves bonds hospital exists shut attempts carpet although
In Akron , Ohio
Old Nick tells Joy that he lost his job and threatens he may not be able to ……………….. their supplies in the future. When Joy reacts badly, he cuts their heat and power. Joy decides to tell Jack about the outside world; he reacts with disbelief and incomprehension, but also curiosity. She has Jack fake a fever, hoping that Old Nick will take him to a ……………………… where he can escape, but Old Nick says he will return the following day with antibiotics.
Joy wraps Jack in …………………. and has him play dead in the hope that Old Nick will remove him from Room. Falling for the ruse, Old Nick places Jack in the back of his pickup truck and drives through a residential neighbourhood. …………………. stunned by his first exposure to the outside world, Jack jumps from the truck and attracts the attention of a passer-by. The police arrive and rescue him. Joy is rescued, Old Nick is arrested, and Joy and Jack are taken to a hospital.
……………………. with her family, Joy learns her parents have divorced and that her mother has a new partner, Leo. She returns with Jack to her childhood home where her mother and Leo reside. Her father cannot accept Jack and ………………….. . Jack struggles to adjust to life in the larger world, speaking only to his mother and expressing a desire to return to Room. Joy struggles with anger and depression, lashing out at her mother and ignoring doctor's appointments. She agrees to a television interview, but becomes angry when the interviewer questions her decision to keep Jack after his birth. Overwhelmed with guilt, she ……………… suicide; Jack finds her unconscious in the bathroom, and she is admitted to a hospital.
Jack begins to settle into his new life. He ………………… with his new family and Leo's dog Seamus, and makes friends with a boy his age. Believing his long hair will give Joy the strength she needs to recover, Jack has his grandmother cut it for him so he can send it to her. Joy returns home and apologizes, thanking Jack for saving her life again.
At Jack's request, they visit Room one last time, escorted by police. Jack is confused; their possessions have been removed for evidence, and he feels it has shrunk, and that it is a different place with the door open. Joy asks Jack if he wants her to ………………. the door, but he says no. He and Joy say their goodbyes to Room and leave.
3) Write words that use suffixes and prefixes.
words with prefixes: 1……………… 2……………………. 3………………….. 4………………. 5………………. 6……………………. 7…………………….
words with suffixes 1 ………………….2 …………………. 3 ……………………. 4 …………………5…………..…..
4) Write the meaning of these phrases
Joy learns her parents have divorced …………………………………………………………………………………….
She tries to stay optimistic for her son…………………………………………………………………………………….
Overwhelmed with guilt…………………………………………………………………………………………………...
Joy returns home and apologizes…………………………………………………………………………………….
At Jack's request, ………………………………………………………………………………………………….…….
and he feels it has shrunk……………………………………………………………………………………………….
martes, 3 de mayo de 2016
game for past simple/continuous
3. Past Continuous Mimes
Students mime an action and when their partner is sure what it is they shout “Stop!” They then guess the action with the sentence “When I shouted stop, you were + ing…”, e.g. “When I shouted stop, you were polishing your fingernails on your shirt to show how proud you are”. It is important to use the “When I shouted stop” part of the sentence each time to make this the right tense, as otherwise “You polished your fingernails…” is more natural.
4. Random pelmanism
Students take two cards at random and try to make a sentence including those words or expressions with the Past Simple and Past Continuous. For example, if they pick the words “alligator” and “wallpaper”, they could say “When I was covering my son’s bedroom with teddy bear wallpaper, he suddenly came in and said he wanted alligator patterns instead”.
5. Past Continuous Things in common
Students try to find times when they were doing the exact same thing, e.g. “What were you doing at 7 o’clock this morning?” “I was taking a shower” “So was I!” They can’t use the same action more than once, e.g. only one sentence about sleeping!
6. All kinds of actions
Put a list of actions on the board, e.g. “tapping your fingers” and “yawning”. Ask students to do any of the actions in any order they like and at some point shout “Stop!” The students then test each other on what their classmates were doing at the time the teacher shouted stop with questions like “Who was polishing her fingernails?” and “What was Juan doing?”
7. Past Continuous picture memory
Give students a picture that shows lots of people doing different actions, e.g. a page from Where’s Wally? (=Where’s Waldo?) When they turn over the picture so that they can’t see it, test them on what people were doing with questions like “What was the old lady doing?”, “How many people were smoking?” and “Who was standing next to the counter?” You can make the use of the Past Continuous more natural by using a picture with a clock in or by making it a situation that people might really be asked these questions about, e.g. the moment before a bank robbery.
8. Past Continuous memory challenge
Students try to ask each other “What were you doing when you first/ last…?” questions that their partners can’t remember the answer to, e.g. “What were you doing when you first tasted wine?” or “What were you doing when you last saw a double-decker bus?” You can also make this into a bluff game by asking students who don’t remember to make something up, e.g. “I was cleaning up after my parents’ birthday party” or “I was flying low over London”. Their partners then guess whether the answer is true or not.
9. Past photos
Students pretend that a blank piece of paper is an important photo of theirs and describe it to their partners. As it is just as natural to use the Present Continuous to describe the actual actions in the picture, they should also describe what they were doing when the photo was taken (e.g. having their honeymoon), what people in the photo were doing at that time (e.g. studying at university), what was happening outside the frame of the photo, etc.
10. Continual nagging
Students take turns complaining that they did all the work to prepare for something like a party or presentation, e.g. “While I was making the sandwiches you answered your mobile three or four times” or “While I was cleaning the tables you were staring at pretty women out of the window”. The other person should also say they their action was more useful than it seemed, e.g. “Actually, I was waiting for the delivery van to arrive so that I could bring the paper plates upstairs”, or retaliate with a worse accusation like “While I was typing up the Powerpoint document, you were playing poker on your computer”.
11. Who was doing that?
Students make true sentences about what someone was doing when they saw that person, and the other students guess who it was, e.g. “He was pulling across two lanes of traffic” for a taxi driver or “She was writing something down in a notebook” for a traffic warden.
12. Video task 1 – When the screen went blank
While students are watching a video, the teacher suddenly presses the stop button. Students have to describe what was happening in as much detail as they can, and then check when the teacher presses play.
13. Video task 2 – Detailed viewing
When students have finished watching a short clip, test them on things that were happening in the background, e.g. “What was the window cleaner doing when the hero was taking out his walkie talkie?”
14. Video task 3 – Complicated cutting
Every time a character reappears on the screen, pause the video and test students on what that person was doing last time we saw them.
http://www.bbc.co.uk/learningenglish/english/course/lower-intermediate/unit-7/session-2
https://www.youtube.com/watch?v=MQycnYY9ugM
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