Avengers Age of Ultron--Movie Worksheets

(Movie Worksheets)

Google Drive Folder HERE
Worksheets:
Part 1 (docs, pub), Part 2 (docs, pub), Part 3 (docs, pub), Part 4 (docs, pub), Part 5 (docs, pub), Part 6 (docs, pub), Part 7 (docs, pub), Part 8 (docs, pub), Part 9 (docs, pub), Part 10 (docs, pub), Part 11 (docs, pub), Part 12 (docs, pub), Part 13 (docs, pub), Part 14 (docs, pub), Part 15 (docs, pub), Part 16 (docs, pub), Part 17 (docs, pub), Part 18 (docs, pub)

Edited versions (bad words and sexual innuendos removed):
Edited part 16 (docs, pub), Edited Part 17 (docs, pub)

Quizlet Folder: HERE:
Avengers Age of Ultron 1, Avengers Age of Ultron 2, Avengers Age of Ultron 3, Avengers Age of Ultron 4, Avengers Age of Ultron 5, Avengers Age of Ultron 6, Avengers Age of Ultron 7,

Procedure
Each worksheet is actually several worksheets.  They are doublesided (so that pages 1&2 are actually front and back of the same sheet, etc).

Pre-listening Task
Hand out the first worksheet, which is the dialogue of the movie in scrambled sentences.  Students are placed into teams (one worksheet per team) and a timer is put up on the board.  Students have 5 minutes to unscramble all of the sentences.
Afterwards, the teacher checks the answers (but without letting students see the answers).  Teacher gives students points for each correct sentence, but does not tell the students which sentences are correct and which ones aren't.  All the points are put on the scoreboard, and the team that has the most sentences correct is the winner for that round.

Roud 2: Listening
The teacher plays the movie.  The movie is played twice.  The first time, with the lights off.  (The students just listen and watch.)  The second time, the movie is played with the lights on.  The students fix their worksheets as they listen.
The teacher checks the answers.  This time the students can see the correct answers, and the teacher leaves a copy of the answer sheet with each time, so that they can study the answers.
Correct answers for each team are tallied, and put on the scoreboard, and one team is the winner.

Round 3: Post-listening
Students are given 2 minutes to memorize as much of the dialogue as they can.  Then all the sheets are collect back to the teacher.  The teacher gives out a new sheet, with the movie dialogue written in the students' L1 (in this case, Vietnamese).  The students have 5 minutes to translate the dialogue back to the original English in their teams.
At the end of 5 minutes, the teacher plays the movie one last time.  The students have one last opportunity to listen and check their answers.  Then the teacher goes around and checks the answers.  The team with the most correct answers is the winner.

Homework:
The final pages of the worksheet (9&10) are homework.  There is a link to the quizlet, which (for the first 7 worksheets at least) reviews all the dialogue studied so far.  There is also the transcript for tomorrow's part of the movie, which the students can begin memorizing at home.

Methodology/Justification
So, I'm a huge fan of using movies in the classroom.  (See: Showing Movies in the Classroom, Comprehensible Input in Young Learner Classes, and Input Workshop: Upgrading Your Input)

The last movie worksheet I did, Atlantis, I was worried that student engagement was beginning to drop off.  So I wanted to think of a way to force more student engagement.
I had just got done reading A Framework for Task-Based Learning by Jane Willis, and I was thinking about how I could turn these movie worksheets into more of a task.
I also have a highly competitive class (this is a group of children ages around 9-11), so I tried to utilize that by making every stage of this a competitive game.
For my class, this worked beautifully.  It gave the students a huge incentive to work hard in class, and also many of them actually started studying at home--just so they could beat the other teams.  (I also started giving out prizes to winning teams.)
I had mixed feelings about using the students' L1 (Vietnamese) because it would limit the generalizability of these worksheets, and I've been using this blog to share my worksheets with English teachers around the world.  But the idea of having a final stage where the students had to look at the L1 translation seemed to me so useful for my own students that I couldn't resist.
For people outside of Vietnam who want to use these worksheets, you could either omit the last step.  Or you could create worksheets in your own students' L1.  Or you could create an alternative final task--maybe one where every other line of dialogue is omitted, and the students have to re-create it from memory.

Because these tasks involve going over the dialogue in such detail, we only averaged about 1-2 minutes of movie time each lesson.  I knew from the beginning we were never going to finish the movie.  I just kept doing it until the students got sick of it.  (Movie worksheets are optional in my class.  The students always have an option of voting to stop them.)  After 18 parts, they decided to vote to stop it.

The quizlet quizzes only got to part 7.  There were a neat idea, but I wasn't sure any students were actually doing them, and they were time consuming to make, and when I started getting crazy busy with other stuff, this was the easiest thing to cut out.  (If I ever re-use these movie worksheets, I might give the quizlet quizzes another go.)

Other Links
I reviewed Age of Ultron on this blog last year.  I gave it a lukewarm review.
This movie wouldn't have been my first choice, but at this point, I'm running out of movies to do with this class.  (I've had this class for 3.5 years now, and have worked through all of my favorite old movies).
The class really wanted to do this movie.  (Despite my own opinions, they think this is the best Avengers movie.)  This admittedly violates my Why the Students Should Never Pick the Movie rule, but I decided you have to make compromises every once and a while.

* With the previous movie, Atlantis, I put any vocabulary questions up on slideshows, and we reviewed them the next class.  We experimented a little with doing that with this movie, but the general consensus of the students was that, because I was giving them the Vietnamese translation of everything, they had very few vocabulary questions.  So we stopped doing it after just one.
But for what it is worth, here is our vocabulary slideshows for part 2.
Part 2: slides, pub.  (I created a blank template for part 3 with the intention of filling it out in class, but we never used it: slides, pub