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Listening, Speaking, Writing, Reading, and Culture through Paul Lamontagne Palmer Trinity School Miami Florida US Fullbrighter 2005-2006 Instituto Nacional, Santiago


Paul Lamontagne is Chair of the World Languages Department at Palmer Trinity School, a 6-12 Independent School in Miami, Florida sponsored by the Episcopal Church. There are about 100 students in each grade for a total of 600 students. Paul teaches beginning through advanced courses in Spanish and French at the school. He has been teaching for 30 years and has been at Palmer Trinity for since 2002. The website of the school is www.palmertrinity.org Paul is a native of Massachusetts and he has a Bachelor of Arts degree in French and Spanish from Assumption College in Worcester Massachusetts and two Master’s degrees: one in Spanish from Middlebury College, Middlebury Vermont and one in Education from Harvard University, Cambridge, Massachusetts. He is a recipient of the Fulbright Teacher Exchange Scholarship and is currently teaching English in grades 7 básicos through 2 medios at the Instituto Nacional in Santiago.


Traditional Listening, Speaking, Writing, Reading and Culture Activities a. Observations from Instituto Nacional, Santiago 1. the traditional 'Sage on the Stage' (Socratic method) (grammar driven and the almighty test approach) versus a contemporary 'Guide on the Side' (student-centered classroom) (coopeartive learning) Here is a definition from http://acadweb.snhu.edu/DE/Goddard_Gretchen/sageonstage.htm Sage on the Stage: A controlled class where a content expert lectures to students who are expected to memorize information to reach learning objectives. Guide on the Side: Content expert that shares leadership with students and fosters the discourse of ideas between students for knowledge building and reaching learning objectives


Here is one university’s suggestions on how to change to teacher as 'guide on the side' http://www.acs.appstate.edu/dept/hubbard/fad/articles/sage.html Moving from 'Sage on the Stage' to 'Guide on the Side' As the emphasis on creating more learner-centered classroom environments increases, many faculty members are finding it difficult to change hats from lecturer to facilitator.  Keeping the following principles in mind may make the transition easier.  In a learner-centered class, teachers: Do fewer learning tasks.  Guides allow students to lead the review and summary at the beginning and end of class, as well as generate examples and solutions. Do less telling.  Guides allow students to do more interactive learning so that they can discover things on their own rather than being told the outcome. Do more design work.  Guides design assignments that motivate student participation and involvement and allow students do the bona fide work of the discipline, at their level.  Do more modeling.  Guides take the role of master learner, and demonstrate how learning is achieved in the discipline. Get students working with each other.  Guides form collaborative groups purposefully, so that students learn content as well as group dynamics. Create climates for learning.  Guides create a space that motivates students' interest in learning and their willingness to take responsibility for their own learning. Focus less on grading and more on feedback.  Guides evaluate student materials in a way that maximizes the students' learning.  Students should get more from assignments and exams than just the grade


Teaching English not just Teaching about English, a. Producing versus copying English, speaking and listening to English, (songs, movies), adapting the text for other activities, (charts, surveys, pictures) the copying phenomenon, use outside reading and produce skits in class (speaking, writing, listening and reading activity) b. Suggestions on how to use your textbook and a collection of all-purpose pictures. Use the pictures for other activities, use pictures for verb tenses, for adjectives, for and superlative, for colors, for time, for vocabulary etc. c. Conventional assessment and a point system Copying seems to be prevalent with the multiple choice (multiple guess) method of making up tests even with two versions. Design fill in the blank tests with a word bank; complete the sentence in an original manner, put some sentence in order by rewriting them and changing the verb or the noun, etc. 2. Establish one of the semester grades as a point system. Try to plan and assess for all sorts of things with this point system. A spot check to see if they have a book 10 points, a speaking activity, winners and losers of a game get 5 or 10 points, encourage writing and an opportunity to correct your mistakes by rewriting the sentences again


Here is the system I used at Instituto Nacional (adapted from my Spanish and French classes) INSTITUTO NACIONAL ENGLISH DEPARTMENT CORRECTION CODE for WRITING CODE EXAMPLE CORRECTION V is for verb She play soccer play =V She plays soccer. VT is for verb tense We watch TV yesterday watch =VT We watched TV yesterday SP is for spelling I like to play tenis tenis= spelling I like to play tennis WO is for word order The Games Olympic Olympic= WO The Olympic Games VOC is for vocabulary I talk English. talk= vocabulary I speak English N is for not necessary I like the sports. the =not necessary I like sports. W is for wrong word John is a study. study = wrong word John is a student. WM is for word missing a lot people WM is word missing a lot of people P is for preposition I am to the class. to= preposition I am in the class. PL is for plurals in these book book= plural in these books AWK for awkward I much very not do understand I do not understand much There are many mistakes here. Sometimes errors can be combined SP/WO The Games Olimpic SP for Olimpic and WO for position of the word CORRECTION is the Olympic Games


reading Pre-reading activities Some questions to ask a. What is the difference between a photograph and a movie? b. What is the difference between a portrait and a living person? c. What professions work in movies? What do they do? d. Where and when did movies begin? e. Where is California? Where is Hollywood? f. What kind of movies do you prefer? g. What are you favorite movies? h. Who are your favorite actors and actresses? i. Who are your favorite directors? j. What influences do the movies have on you and your friend? As students start to mention the words that will appear in the reading, write them on the board. Later, ask a different student to tell you about the words again


Pre-reading matching worksheet I. Find the opposite of each term _____ A. still camera 1. a loss _____ B. professional 2. minor ______ C. ambitious 3. dependent ______ D. extended 4. slowly _______ E. commentary 5. indoors _______ F. divided 6. silent ______ G. major 7. dull ______ H. innovative 8. amateur _____ I. spectacular 9. shortened ______ J. mild climate 10. traditional ______ K. outdoors 11. the fall _______L. the profit 12. united _______M. sharply 13. lazy ______ N. independent 14. a movie camera ______ O. the rise 15. harsh climate Answers : A 14 B 8 C 13 D 9 E 6 F 12 G 2 H 10 I 7 J 15 K 5 L 1 M 4 N 3 O 11


Another pre-reading activity Now have students use the answers from the above matching and find the definition. I would write these definitions on slips of paper and give 30 students these definitions. Then go over the list one more time and match the definitions with the words. Definitions: (CAPITAL LETTERS IS THE ANSWER) (I would not distribute the answers) 1. very important MAJOR 2. follows the rules TRADITIONAL 3. like a turtle SLOWLY 4. using new ideas INNOVATIVE 5. in the fresh air OUTOORS 6. joined UNITED 7. very interesting SPECTACULAR 8. earns money A PROFIT 9. takes one picture at a time A STILL CAMERA 10. one who makes big plans AMBITIOUS 11. inside a building INDOORS 12. needs support DEPENDENT 13. It is sunny and nice out A MILD CLIMATE 14. with much experience and work PROFESSIONAL 15. the increase THE RISE 16. with a voice which explains COMMENTARY 17. one who does not work a lot LAZY 18. separated DIVIDED 19. without control of others INDEPENDENT 20. not very important MINOR 21. loses money A LOSS 22. without a voice SILENT 23. with little experience AMATEUR 24. boring DULL 25. It is always cold and rainy A HARSH CLIMATE 26. an instrument to make a motion picture A MOVIE CAMERA 27. quickly SHARPLY 28. the decrease THE FALL 29. extra EXTENDED 30. limited SHORTENED


Vocabulary crossword from the website http://www.greeneclipsesoftware.com/eclipsecrossword/index.html Teachers: Use crosswords to introduce vocabulary and unit concepts. Students may actually even enjoy doing the assignment! Crossword puzzles encourage logical thinking and correct spelling.


Pre-reading activity Charades Divide the class into teams or have the entire class act guess each charade. You can choose to let students use the crossword and matching worksheet or not at all. Write the following words on a slip of paper and show the word to one student. This student needs to act out the word without saying anything and using gestures only. The others guess. Some words I would use for the game are 1. still camera 7. rise 13. ambitious 2. movie camera 8. fall 14. lazy 3. outdoors 9. extended 15. spectacular 4. indoors 10. shortened 16. dull 5. divided 11. sharply 17. profit 6. united 12. slowly 18. loss Suggestion: Establish a point system for this game (and any game) 5 points for the student or team or row who guessed the word correctly 10 points for the students who volunteer to act out a word, etc.


Now you are ready to Read the article Cinema in the USA Ask for volunteers, call on volunteers, you read some, interrupt the reader to reinforce some of the vocabulary that was practiced in the matching worksheet, the definitions on the slips of paper and the charades 2. Prepare 20 index cards each with one of the following items; (one item from each group) a. a picture from the reading b. one of the words for the vocabulary that appears in the reading or one of the following: trace, series, reliable, audience, larger-than-life, emphasize, enormous, massive, genres, rely, revitalize, impact, homage c. a question word (Who? What? Where? When? Which? What is the name? How many? How? How often? Why? ) d. a number from 1-20( for reading comprehension questions and answers) e. a time period from the text


The birth of cinema can be traced back to the United States. The first recorded images were series of photographs of a running horse using still cameras placed in a row. In 1913, many movie-makers went west. In Los Angeles, California, studios started to appear in a sleepy section of the town, known as Hollywood Before World War I, the filmmakers preferred southern California. They were attracted by the mild climate and reliable sunlight to film movies outdoors year-round. In the early 1900s, there were many exhibitions of short films in nickelodeons since the admission price was a nickel (five cents). Within a few years, ambitious men like Samuel Goldwyn, Louis B. Mayer, and the Warner Brothers (Harry, Albert, Samuel, and Jack) were very famous. Soon they were the heads of a new kind of business: the movie studio.


After World War I, other moviemakers arrived from Europe such as directors like Alfred Hitchcock (Psycho) and Jean Renoir (Grand Illusion) and actors like Rudolph Valentino and Marlene Dietrich. In the mid-1940s, the studios were producing a total of about 400 movies a year, seen by an audience of 90 million Americans per week. Television had a powerful impact on the movies. The number of movies being made dropped sharply. Studios now tried to produce entertainment that could not be offered by television such as spectacular, larger-than-life productions. Since then, American films have become increasingly divided into two categories: blockbusters and independent films. Blockbusters emphasize spectacle, star power, and high production value, all with an enormous budget.


Blockbusters typically rely upon star power and massive advertising to attract a huge audience. During the 1970s some new young directors with degrees from film schools had absorbed the techniques developed in Europe in the 1960s. Directors like Francis Ford Coppola (The Godfather,) George Lucas (Star Wars) Martin Scorsese (Taxi Driver), and Steven Spielberg (Jaws), paid homage to the history of film and developed new genres and techniques. Studios also supervised independent productions, made with small budgets and often independently of the movie studio corporation. Independent movies emphasize high professional quality acting, directing, screenwriting, creativity and innovation. American independent cinema was revitalized in the late 1980s and early 1990s when another new generation of moviemakers, including Spike Lee (Do the Right Thing) Steven Soderbergh (Sex, Lies, and Videotape), and Quentin Tarantino (Pulp Fiction) made movies.


Early in the 2000s, new film types such as those in foreign languages like Crouching Tiger, Hidden Dragon by Ang Lee and The Passion of the Christ by Mel Gibson and like documentary films such as the films of Michael Moore (Bowling for Columbine, Fahrenheit 9/11), Super Size Me and March of the Penguins. The rise of the DVD in the 21st century has brought an explosion of packaging extra scenes, extended versions, and commentary tracks with the films. Cinema in the United States adapted from http://en.wikipedia.org/wiki/Cinema_of_the_United_States


Reading Comprehension questions Cinema in the USA 1. Describe the horse used in the first 'movie'. 2. In 1913, what kind of town was Hollywood? 3. What is a nickelodeon? How did it get its name? 4. How many Warner Brothers are there? What are their names? 5. What is a movie studio? 6. How did the movies change when television began? 7. What are the two main categories for movies? 8. What 3 things do blockbusters emphasize? 9. What 5 things do independent films emphasize? 10. What kind of movie is Crouching Tiger, Hidden Dragon?


Post reading Using the pictures/graphics Now ask the student with a picture or graphics from the reading on his/her index card to explain how it is related to the Reading Cinema in the USA.


Question words activity Ask each student who has question word written on his/her index card to create a question from the reading. For example, the student with Why? could ask 'Why did filmmakers prefer southern California? You can do many things with the questions. (#1-10 make the questions 11-20 answer them) Each student could write his/her question on the board and the others could answer them aloud or in written form. Be sure the student who wrote the question also reads it aloud or someone in the class reads it aloud. (#11 answers question #1 etc. 2. Each student could write his/her question on paper and pass them into you. Then, you could ask them or keep them for a homework assignment or for a quiz, or even as part of a future test using the same reading. Who? What? Where? When? Which? What is the name? How many? How? How often? Why?


If you have some students write on the board you may want to do another matching with the remaining students Match the director with his movie _____ A. Pulp Fiction 1. Francis Ford Coppola _____ B. The Passion of the Christ 2. Alfred Hitchcock ______ C. Do the Right Thing 3. Michael Moore ______ D. Star Wars 4. Martin Scorsese _______E. Crouching Tiger, 5. Steven Soderberg Hidden Tiger ______ F. Sex, Lies and Videotape 6. George Lucas ______ G. The Godfather 7. Mel Gibson ______ H. Jaws 8. Steve Speilberg _____ I. Psycho 9. Ang Lee ______ J. Raging Bull 10. Quentin Tarrantino ______ K. Fahrenheit 9/11 11. Spike Lee Answers: A 10 B 7 C 11 D 6 E 9 F 5 G 1 H 8 I 2 J 4 K 3 As students write their questions on the board, you can ask some questions about the matching. Examples: Who directed Psycho? What is the name of a movie directed by Spike Lee? What kind of movie is Jaws? Do you know any actors from The Godfather? Which ones? Which movie(s) from the list have you seen? Which movies are your favorites? Why?


Time-line activity Write the 10 following terms on the board from the text Early 1900s , 1913, before World War I, 1940s, 1960s, 1970’s, late 1980s, early 1990s, early 2000s and 21st century Have students write or read a sentence stating why this time period is important in the text. 1 and 20 work together to write a sentence; 2 and 19, 3 and 18, 4 and 17, 5 and 16, 4 and 15, 5 and 14, 6 and 13, 7 and 12, 8 and 11, 9 and 10. Write the sentences on the board and use it as a summary of the text.


Mad Lib activity To practice grammar. Choose some sentences and make up a Mad Lib paragraph. Mad-Libs can be found at http://www.penguinputnam.com/static/packages/us/yreaders/madlibs/fun.html or at http://www.madlits.com/ or at http://www.rinkworks.com/crazylibs/ or some on-line Mad-libs at http://www.penguinputnam.com/static/packages/us/yreaders/madlibs/fun.html Here is mine using the Cinema in the USA text First, ask students to write down the following parts of speech. 1. NOUN 4. ADJECTIVE 7. PAST CONTINUOUS 2. PLACE 5. ADJECTIVE 8. NUMBER 3. SIMPLE PAST 6. INFINITIVE VERB 9. NOUN 10. ADVERB Then, read the following text and ask students to give the words they wrote down or make a chart with the text and have various students read each sentence with the new words inserted . Hopefully, there will be some comical results


The birth of (1. NOUN) can be traced back to (2. PLACE). Filmmakers (3. SIMPLE PAST) Southern California. They were attracted by a (4. ADJECTIVE) climate and (5. ADJECTIVE) sunlight to (6. INFINITIVE VERB) movies outdoors year round. In the mid 1940s, the studios (7. PAST CONTINUOUS) a total of (8. NUMBER) movies a year. (9. NOUN) had a powerful impact on the number and the number of movies being made each year dropped (10. ADVERB)


Progressive paragraph activity This is a variation of Mad-Libs. Divide the class into groups of 7 to 10 sentences. Each student needs a piece of paper and a pen or pencil. Decide on a topic (Maybe since we are reading about movies, we should pick movies) Any topic will do. Each student writes a sentence about his/her favorite movie maybe at least 7 words in a sentence. Then, about a minute later, everyone passes his/her paper to someone else in the group (maybe to the person behind his/her and the last person brings his paper to the first person in the group. Each student reads what is written and has to add a new sentence to the story. (Again at least 7 words) After a minute or so, say stop and pass the paper onto the third person. The third person reads the first 2 sentences and adds his/her sentence. You may want to add some spice to this activity by announcing that 'Now, use the word blockbuster in your sentence' or 'Now, use a verb in the past continuous in your sentence' etc. Once all members of the group have added a sentence to all the papers, you can collect them or read a few out loud, or write a few on the board and have students peer edit them, rewrite them, or vote on the best one.


Did you know? Some significant American-born film directors include: Woody Allen Robert Altman Clint Eastwood (also famous as an actor) John Ford John Huston Stanley Kubrick Spike Lee Martin Scorsese Orson Welles Some American actors who have become icons include: Fred Astaire Marlon Brando Robert De Niro James Cagney Joan Crawford Bette Davis James Dean Henry Fonda Jane Fonda Harrison Ford Clark Gable Judy Garland Gene Hackman Tom Hanks Katharine Hepburn Dustin Hoffman Gene Kelly Grace Kelly Marilyn Monroe Paul Newman Jack Nicholson Al Pacino Gregory Peck Sidney Poitier Jimmy Stewart Meryl Streep Shirley Temple Spencer Tracy John Wayne Read these pages as extra material or proceed to the following activities. 1. Survey (What is your favorite movie?)(new vocabulary: comedy, drama, horror, etc.) Research movies and their directors (Who is your favorite director?) Research movies and find the principal actors in them (who is your favorite actor?) Make a survey; Brainstorm by rows or small groups: movies, directors, actors, genres Use the survey as a writing activity, a speaking activity, a listening activity; Use student interest for learning about culture


Record your class answers like this (for example) Type of movie Number of votes (45) Harry Potter and the Goblet of Fire 30 Harry Potter and the Sorcerer's Stone 30 Lord of the Rings 25 The Revenge of the Sith 22 Then with the survey done, you could have student speak (or write) about the results. 1. Harry Potter and the Goblet of Fire is the most popular movie in our class. 2. More than half of the students saw Lord of the Rings and they liked it. 3. Less than half of the students saw The Revenge of the Sith 4. 30 students saw Harry Potter and the Goblet of Fire and 30 students saw Harry Potter and the Sorcerer's Stone. 5. Harry Potter and the Sorcerer's Stone is as popular as Harry Potter and the Goblet of Fire 6. Harry Potter and the Goblet of Fire is more popular than Lord of the Rings or they can be innovative and say More than half of the students saw Lord of the Rings and they liked it. I did not see it and I do not want to see it. I do not like Lord of the Rings. Do the same with favorite kind of movie (comedy, drama, horror, etc) favorite actor etc.


Word Chain game Practice vocabulary or about movies with this game. Divide the class in groups again. Each student needs paper and pen. The first student writes a vocabulary word (or a movie title) for example MOVIES then next student needs to write a new word that begins with the last latter that the previous student used. So he/she writes SUPERVISE and the third student must write a word that begins with E like ENORMOUS You can play and give points to the group which makes the longest chain or use the chain to begin review vocabulary Here is an example of a word chain MOVIES SUPERVISE ENORMOUS SERIES STILL LARGER-THAN-LIFE ENTERTAINMENT TRACE EXTENDED DROP PRODUCING GENRES SUNLIGHT TELEVISION NICKEL etc.


Spy Code game Another way to review vocabulary (or movie titles() is with a spy code Each letter of the alphabet is a number and you code words (or movie titles (using the code) You can make up the code or have student make up the code and try to stump their classmates. The code A=1 G=7 M=13 S=19 Y=25 B=2 H=8 N=14 T=20 Z=26 C=3 I=9 O=15 U=21 D=4 J=10 P=16 V=22 E=5 K=11 Q=17 W=23 F= 6 L=12 R=18 X=24 Example 5 +20 ET 10+1+23+19 JAWS 19+21+16+5+18 19+9+26+5 13+5 SUPER SIZE ME 20+9+20+1+14+9+3 TITANIC Make it a game for reviewing or practicing vocabulary


The Ratings System Find your Partner Activity Use the reading called The Ratings System. Cut up the answers and the questions and have students find each other. Each pair reads the question and answer and later must explain the question and answer to the class. The Ratings system 1. When did the rating system get started? The Rating system went into effect on November 1, 1968 2. What is the purpose of the rating system? The movie rating system is a voluntary system to provide parents with advance information on films, and to enable parents to make judgments on movies they want or do not want their children to see 3. Do the ratings indicate if a movie is good or bad? The ratings do not determine or reflect whether a film is 'good' or 'bad.' The system is not intended to approve, disapprove or censor any film; it merely assigns a rating for guidance--leaving the decision to the parents 4. Who gives movies their ratings? A selected group of parents give the movies their ratings. They watch each film and, after a group discussion, they vote on its rating, 5. What criteria do they use? The rating board uses the theme, the language, violence, nudity, sex and drug to make decision. Each of these elements is assessed is in the context of each individual film.


6. What do the ratings symbols mean? General Audience. All ages admitted. This signifies that the film rated contains nothing most parents will consider offensive for even their youngest children to see or hear. Nudity, sex scenes, and scenes of drug use are absent; violence is minimal; some dialogue is polite conversation but does not go beyond common everyday expressions. Parental Guidance Suggested. Some material may not be suitable for children. This signifies that the film may contain some material parents might not like to expose to their young children . Explicit sex scenes and scenes of drug use are absent; nudity, if present, is seen only briefly, horror and violence do not exceed moderate levels. Parents Strongly Cautioned. Some material may be inappropriate for children under 13. This signifies that the film rated may be inappropriate for pre-teens. Parents should be especially careful about letting their younger children attend. Rough or persistent violence is absent; sexually-oriented nudity is generally absent; some scenes of drug use may be seen.


Restricted-Under 17 requires accompanying parent or adult guardian (age varies in some locations). This signifies that the rating board has concluded that the film rated contains some adult material. Parents are urged to learn more about the film before taking their children to see it. An R may be assigned due to a film's use of language, theme, violence, sex or its portrayal of drug use. No One 17 and Under Admitted. This signifies that the film is very adult and that children age 17 and under should not be admitted to it. The film may contain explicit sex scenes, an accumulation of sexually-oriented language, or scenes of excessive violence. The NC-17 designation does not, however, signify that the rated film is obscene or pornographic. 7. Is the rating system a law? Yes, the rules permit movie producers to re-edit their films and re-submit them in hopes of receiving another rating. Adapted from http://www.filmratings.com/questions.htm


Rate the movie and why Use the surveys which listed the student’s favorite movies. Research the rating the movie received and have students try to tell why it was given the rating. Look up ratings at http://www.hollywood.com/ Example Harry Potter and the Goblet of Fire is rated PG-13 Lord of the Rings is PG-13 The Polar Express is G Charlie and the Chocolate Factory is PG Fahrenheit 9/11 is rated R The Godfather is rated R The Matrix is rated R Bad Education by Pedro Almodóvar is rated NC-17


For Your Information (FYI) Smoking in movies influences teenagers to start smoking Adapted from http://www.eurekalert.org/pub_releases/2003-06/dc-sim060603.php Study finds that children are exposed to too many violent movies Adapted from: http://www.eurekalert.org/pub_releases/2002-12/dc-sft121902.php Suggestions on how to use them 1. Reuse some of the previous activities or games from above. a. some pre-reading matching b. Question words: Who? What? Why? etc. in pairs c. Time-Line activity (also use the number in the smoking and violence passages) d. Mad-Libs e. Make up a survey (for each reading or two separate surveys) 2. Try a variation of one of the previous activities a. Have the students make a Mad-Lib with the grammar point you are studying now b. Ask others to fill out the survey (adults, older classmates, older friends, etc.) c. I prefer a true or false questionnaire; ask all students to answer truthfully and have them total the results Examples: Have you ever seen an R rated move? How many? less than 5, 5 to 10, more than 10, more than 25 Does your favorite actor or actress smoke?


Challenging the gifted students 1. Have students do some research and have a debate. 2. Do some research and watch some scenes from movies and talk about the actors who smoke and the violent scenes and the rating system 3. Compare the two passages : Which effect is greater from the movies? Children smoking or violence? Why? Listening script Adapted from: http://www.suite101.com/article.cfm/teens/14940


Listening to a teenager’s perspective Pre-listening vocabulary American slang Review the appropriate equivalent a. awesome 1. great b. hotspot 2. favorite place c. chill out 3. relax and have some fun d. coolest 4. most popular, best e. 'new half' 5. new girlfriend or boyfriend f. What gives? 6. What is the problem? g. Come on 7. Be realistic h. sweetie 8. girlfriend i. heck 9. polite form for hell j. What is the point? 10. Why? k. to handle 11. to react in a mature way l. flicks on 12. turns on with a remote control m. foul language 13. bad words, swear words n. cuss words 14. bad words, swear words As you review the words above, ask a student to create a sentence with each new one and askthe student to create the sentence in the context of going to see an R rated movie.


Pre-listening activity Ask students to write down the answer to these questions 1. What is an R rated movie? 2. Name a popular R rated movie that you have seen. Why do you think it is rated R? 3. Would you take you little sister or brother who is 12 years old with you to see this movie? Why or why not? 4. Do you watch television? Is there a lot of violence on TV? 5. Do you use foul language? Where do you hear foul language a lot? You do not need to hear the answer to these questions or you can use the answers after you have heard the text. Listen to the text Listen several times, if necessary Have students use the pre-listening words and raise their hands when the hear one of the words.


Post-listening comprehension activity Answer based on what you hear a. a 16 year old boy c. a 17 year old boy b. a 16 year old girl d. a 17 year old girl a. He does not have a date. b. He cannot enter the movie since he is not 17 years old c. He does not like the movie. d. He thinks that the blockbuster movie is bad. 3. a. His girlfriend b. His sweetie c. His friends d. One of his parents 4. a. at 15 b. at 16 c. at 17 d. it does not mention an age 5. a. the amount of murders c. the amount of pressure for sex b. the amount of maturity d. the amount of foul language 6. a. in the hallways at school c. at the movies b. on television d. in all these places mentioned For a more advanced class, I would only print the answers and they would have to listen to the question and then choose an answer. ANSWERS 1. A 2. B 3. D 4. C 5. D 6. A


Creating a new set of activities: The Oscars Now, we are going to create some activities with this last reading. The Oscars! Every January, the attention of the entertainment community and of film fans around the world turns to the upcoming Academy Awards. Hundreds of millions of cinema lovers glue themselves to their television sets and want to learn who will receive the highest honor in filmmaking. The annual Oscar presentation has been held since 1929. All voting for Academy Awards is conducted by secret ballot and tabulated by PricewaterhouseCoopers. The results of balloting are not revealed until the now-famous envelopes are opened on stage during the live television program. The Oscar represents the best Achievements of the year in the opinion of those who themselves are at the top of their craft. Regular awards are presented for outstanding individual or collective efforts of the year in up to 25 categories. Up to five nominations are made in categories with balloting for these nominations restricted to members of the Academy branch concerned; film editors, for instance, nominate only for Achievement in Film Editing. All voting members may nominate for Best Picture. Awards also are given to the Best Foreign Language film of the Year, a category not represented by a branch. Nominations for awards in these categories are made by a large committee of members drawn from all branches. Final winners are determined by vote of all eligible members.


In addition to the regular annual awards, the Board of Governors is empowered to vote Scientific and Technical Awards, Honorary Awards, Special Achievement Awards and other honors. In their first year, the Academy Awards were presented at a private dinner at the Hollywood Roosevelt Hotel, with fewer than 250 persons attending. Public interest proved so great, however, that the following year the Academy permitted radio broadcasting of the event. Television added a new dimension in 1953, enabling millions throughout the United States and Canada to watch the ceremonies. Telecasting in color was begun in 1966, Since 1969, the Awards program has been telecast throughout the world, by the mid-1990s reaching movie fans in over 100 countries. Adapted from http://www.oscars.org/academyawards/about.html



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