Using Movies as Model Texts for Grammar Lesson

(TESOL Materials--Movie Worksheets, Sources for Model Texts)

Giving Advice in the Present and Past

* Using Beauty and the Beast to Teach Giving Advice in the Present and Past

Present Perfect 
* Using "High Fidelity" Movie Clip to Explain the Difference Between "Yet" and "Already" with the Present Perfect

Will For Future Prediction

* The Great Dictator Speech by Charlie Chaplin--Will for Future Prediction

Movie slideshows--The Grammar Sections

[These next materials are based on a different staging than a traditional grammar lesson.  It follows the methodology outlined in  Rules, Patterns and Words by Dave Willis.  According to that methodology, students learn grammar from example sentences from texts that they have previously comprehended for meaning, but not necessarily in the same lesson.  For more on the methodology, see HERE.]

Google drive Folder HERE

The Emperor's New Groove

* Part 16-Tell ,
* Part 17-Say or Tell ,
* Part 18-For + Gerund ,
* Part 19-Let ,
* Part 20-Want ,
* Part 21-Going to ,
* Part 22-Still ,
* Part 23--Don't Doesn't ,
* Part 24--Something, Anything, Everything, Nothing ,
* Part 25--Different Meanings of "can" ,
* Part 26--This / These ,
* Part 27--2 Meanings of "like" ,
* Part 28--Give Word Patterns ,
* Part 29--Word Patterns with "stop" ,

Robin Hood (1973) Movie Worksheets

* Part 1--Adjectives
* Part 2--Tell
* Part 3--2 Meanings of "must"
* Part 4--Sentences starting with "what": Questions or exclamations
* Part 5--Going to 
* Part 6--So
* Part 7--Present Continuous
* Part 8--Ain't
* Part 9--Word Patterns With "stop"
* Part 10--Reflexive Pronouns
* Part 11--Different Meanings of  "Too"
* Part 12--Different Meanings of "Old"
* Part 13--Word Patterns with "Make"
* Part 14--Word Patterns With "Put"
* Part 15--Past Simple Questions
* Part 16--Word Patterns with "Let"
* Part 17--Let vs Let's
* Part 18--Better vs Had Better

Princess Mononoke Movie Worksheets

* Part 1--Past Simple Questions
* Part 2--2 Meanings of "must"
* Part 3--So
* Part 4--2 Meanings of Like
* Part 5--Help
* Part 6--Still
* Part 7--Should
* Part 8--Want
* Part 9--Different Meanings of Too
* Part 10--Relative Clauses with Who
* Part 11--Keep
* Part 12--Someone, Anyone, Everyone, No one
* Part 13--Going To
* Part 14--For + Ving
* Part 15--"must" and "must have"
* Part 16--Give Word Patterns
* Part 17--Try
* Part 18--2nd Conditional
* Part 19--Both Either Neither
* Part 20--Bring

General list
* Say or Tell Slideshow
* Tell Slideshow
* For + Gerund Slideshow
* Let Slideshow
* Want Slideshow
* Going to Slideshow
* Still Slideshow
* Don't Doesn't Slideshow
* Something, Anything, Everything, Nothing Slideshow
* Different Meanings of "Can" Slideshow
* This/ These Slideshow
* 2 Meanings of Like: Slideshow
* Give Word Patterns Slideshow
* So (Adverb) Slideshow
* Sentences starting with "what": Questions or exclamations Slideshow
* Present Continuous Slideshow
* 2 Meanings of "must" Slideshow
* Adjectives Slideshow
* Word Patterns with "stop" Slideshow
* Ain't Slideshow
* Word Patterns with "Make" Slideshow
* Different Meanings of "Old" Slideshow
* Different Meanings of  "Too"
* Reflexive Pronouns Slideshow
* Better vs Had Better
* Let vs Let's Slideshow
* Past Simple Questions Slideshow
* Word Patterns With "Put" Slideshow
* So (Conjunction) Slideshow
* Relative Clause with Who Slideshow
* Should Slideshow
* Help Slideshow
* Someone, Anyone, Everyone, No one Slideshow
* Keep Slideshow
* "must" and "must have" slideshow
* Try Slideshow
* 2nd Conditional Slideshow
* Both Either Neither Slideshow
* Bring Slideshow

Using Beauty and the Beast to Teach Giving Advice in the Present and Past

(TESOL Worksheets--Giving Advice in the Present and Past)

Video 1: Beauty And The Beast(1991) - The Beast Frightens Belle Then Saves Her

Video 2: BEAUTY AND THE BEAST - Learn to Control your Temper!

Worksheet: docs, pub

Quizlet: Beauty and the Beast Lesson

[Directions: In my classes, my students were all very familiar with this movie already, so I was able to use that familiarity to set-up things very quickly.  I put on video 1, paused it a couple of times near the beginning to elicit the plot points from the students (i.e. the Beast has forbidden Belle to go into the West Wing.  Belle is going into the West Wing, so the Beast is going to be mad, etc.)  Then played the rest of video 1.

Before playing video 2, I gave the students the gist question orally: "Why is Belle upset?  Why is the Beast upset?"

Then after the gist, the students answer the detail questions.  Then a quick vocabulary matching activity.  Then students write in the missing words from the script, and listen to check their answers.  Then a sorting activity for past advice and present advice.  And then some Concept Checking Questions.]

https://youtu.be/qAcwfMS3IHY

https://youtu.be/tt2rBRu3lkg

1. What does Belle want the Beast to do?

2. Why did Belle run away?

3. Where does the Beast say Belle shouldn’t have been in?

4.  What does Belle say that the Beast should learn to control?

1. What does Belle want the Beast to do?

2. Why did Belle run away?

3. Where does the Beast say Belle shouldn’t have been in?

4.  What does Belle say that the Beast should learn to control?

still	to stand, stay, sit, etc without moving
hold still	used to tell someone to stop moving
run away	to leave a place because you are unhappy there
frighten	to make someone afraid
temper	a person’s state of mind (angry or calm)
control your temper	don’t become angry
by the way	You say this when you are changing the subject
save my life	to stop someone from being killed
sting	feel a sudden, burning pain

https://quizlet.com/_d0h4t5?x=1jqt&i=fo89z

https://youtu.be/tt2rBRu3lkg

BELLE: Here now.  Don’t do that.  Just hold still.  

THE BEAST: ROOOOAARRRR! That hurts!                              

BELLE: If you’d (1)____________ still, it wouldn't (2)____________ as much.                                                     

THE BEAST: If you hadn't have (3)____________ , this wouldn’t have (4)____________ .                    

BELLE: If you hadn't (5)____________ me, I  wouldn't have (6)____________ .               

THE BEAST: Well you (7)____________ in the west wing.                                                

BELLE: Well you (8)____________ to control your temper.  Now hold still. This might sting a little.  By the way, thank you for saving my life.

THE BEAST: You’re welcome.

BELLE: Here now.  Don’t do that.  Just hold still.  

THE BEAST: ROOOOAARRRR! That hurts!                              

BELLE: If you’d hold still, it wouldn't hurt as much.                                                     

THE BEAST: If you hadn't have run away, this wouldn’t have happened.                    

BELLE: If you hadn't frightened me, I  wouldn't have run away.               

THE BEAST: Well you shouldn't have been in the west wing.                                                

BELLE: Well you should learn to control your temper.  Now hold still. This might sting a little.  By the way, thank you for saving my life.

THE BEAST: You’re welcome.

Suggestions about the present	Suggestions about the past

Suggestions about the present	Suggestions about the past
Don’t do that	If you hadn’t have run away, this wouldn’t have happened
If you’d hold still, it wouldn’t hurt as much	If you hadn’t frightened me, I wouldn’t have run away
you should learn to control your temper	You shouldn’t have been in the west wing

Scene from "To Kill a Mockingbird"

(TESOL Worksheets--Movie Worksheets)
Google: docs, pub
[Notes: In my class, I used this to supplement page 47 of Close-Up C1, which had an activity based on this movie.  I didn't create any written task to go with it (although when I used this in class, I supplemented this with some brief oral questions that helped to lead in to the activity in Close-Up C1.  If I ever come back to this, I may try to create a better task and flesh this out into a fuller lesson.  But for now, this is just a page of the script.  It may be useful to someone who is doing a lesson on a similar topic.  Feel free to copy this and flesh it out into something fuller.
I used this website here as my basis for the text, and then edited it slightly.
Warning--this section contains the word "rape", which will make it unsuitable for some classrooms.]

To Kill A Mockingbird(1962) - The Trial Scene(Mayella Ewell's testimony)



Atticus Finch: Miss Mayella, is your father good to you?  I mean, is he easy to get along with?
Mayella Ewell: Does tolerable.
Atticus Finch: Except when he's drinking. When he's riled... has he ever beaten you?
Mayella Ewell: My pa's never touched a hair on my head in my life.
Atticus Finch: You say that you asked Tom to come in and chop up a... What was it?
Mayella: A chifforobe.
Atticus: Was that the first time that you ever asked him to come inside the fence?
Mayella: Yes.
Atticus: Didn't you ever ask him to come inside the fence before?
Mayella: I might have.
Atticus: Can you remember any other occasion?
Mayella: No.
Atticus: You say, "He caught me, he choked me, and he took advantage of me."  Is that right? Do you remember him beating you about the face?
Mayella: No.  I don't...  recollect if he hit me. I mean, y-yes! H-He hit me!  He hit me!
Atticus: Thank you. Now will you identify the man who beat you.
Mayella: I most certainly will. Sittin' right yonder.
Atticus: Tom, will you stand up, please?  Let Miss Mayella have a good long look at you. Tom, will you catch this, please? Thank you. Now, then, this time, will you please catch it with your left hand.
Tom Robinson: I can't, sir.
Atticus: Why can't you?
Tom: I can't use my left hand at all.  I got it caught in a cotton gin when I was 12 years old. All my muscles were tore loose.
Atticus: Is this the man who raped you?
Mayella: It most certainly is.
Atticus: How?
Mayella: I don't know how. He done it. He just done it.
Atticus: You have testified... that he choked you and he beat you. You didn't say that he sneaked up behind you and knocked you out cold, but that you turned around... and there he was. Do you want to tell us what really happened?
Mayella: I got something to say... and then I ain't gonna say no more!  He took advantage of me! And if you fine, fancy gentlemen... ain't gonna do nothing about it, then you're just a bunch of lousy, yellow, stinkin' cowards! The whole bunch of ya! And your fancy airs don't come to nothin'! Your "ma'am"-ing and your "Miss Mayella"-ing, it don't come to nothin', Mr. Finch! N-N...

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

Atlantis: The Lost Empire Movie Worksheets

(Movie Worksheets)

(I already posted my review of this movie last week.  Now here are the actual worksheets I used.)

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)

Explanation:
More movie worksheets.  (For an explanation of why I think it's useful to use movies in the classroom, see here,  here, and here.)
As I wrote at the end of the Princess Mononoke post, my new job has required me to cut these worksheets down to the bare minimum.  So they are just the script and the missing words.

In my class, I use the following stages.
1) I hand out the worksheet.  I check the meaning of the words in the box by saying the definitions (in the mixed up order) and the students yell out the word.  Before watching the movie (while I'm setting up the computer) the students are encouraged to read the worksheet, and try to predict the answers.
2) We watch the movie one time with the lights off
3) I turn on the lights.  The students try to write in the missing words in the script
4) We watch the movie a second time with the lights on.  The students check their answers.  I pause the movie after each answer to check that everyone got the right answer.
5). I answer any questions the students have about the vocabulary.  Students raise their hand and can ask me about any word that they want.

Other notes:

Because the whiteboard in my classroom was located on one of the sidewalls, I found that whenever I put vocabulary up on the whiteboard, I would have to turn my back to the students, and consequently I began to lose their attention.
In an effort to keep myself located at the front of the room, I started doing vocabulary on the computer instead.
I wrote the vocabulary on Google Slides during the class as I attempted to answer the questions.  This kept the students focused on the screen at the front of the room.
It also had the bonus that I could use the same slideshow next lesson to review the vocabulary.
The vocabulary on these slides are the ones the students wanted to ask about.  They do not reflect my attempts to select the most salient or teachable vocabulary.  So I don't recommend anyone else use these.  You would be better of to create your own based off of which words your students have questions about.
Also, these were done in real-time in the classroom, so I didn't have time to think carefully about the definitions.  I just wrote down the first thing I could think of.
But for whatever it's worth, below are the ones I made.  It starts from part 7, because before part 7 I did all the vocabulary on the whiteboard.
Part 7 (slides, pub), Part 8 (slides, pub), Part 9 (slides, pub), Part 10 (slides, pub), Part 11 (slides, pub), Part 12 (slides, pub), Part 13 (slides, pub), Part 14 (slides, pub), Part 15 (slides, pub), Part 16 (slides, pub), Part 17 (slides, pub)

I used this site here as my basis for the movie script, although I adjusted it whenever I thought it was in error. 

I tried to stick to 3 pages of script per lesson.
Because I was breaking the script up by page length, and not by natural breaks in the movie, often the movie worksheets stops and starts at odd moments.
But in practice, when I was actually showing the movie, I would play enough to give contexts.  i.e. I would start the movie at the beginning of the scene each time, even if the movie worksheet only started halfway through that scene. Also on the other end, sometimes I would let the movie play a little longer if the worksheet ended in an awkward break.

Bring Slideshow

(Movie slideshow Grammar Sections--Word Patterns)

Taken from Princess Mononoke --Part 20

Presentation only version: slides, pub



Version with example sentences from Princess Mononoke: slides, pub

Both Either Neither Slideshow

(Movie slideshow Grammar Sections--conjunctions)

Taken from Princess Mononoke --Part 19

Presentation only version: slides, pub



Version with example sentences from Princess Mononoke: slides, pub

2nd Conditional Slideshow

(Movie slideshow Grammar Sections--2nd Conditional)

Taken from Princess Mononoke --Part 18

Presentation only version: slides, pub



Version with example sentences from Princess Mononoke: slides, pub

Try Slideshow

(Movie slideshow Grammar Sections--Word Patterns)

Taken from Princess Mononoke --Part 17

Presentation only version: slides, pub



Version with example sentences from Princess Mononoke: slides, pub

"must" and "must have" slideshow

(Movie slideshow Grammar Sections--Must)

Taken from Princess Mononoke --Part 15

Presentation only version: slides, pub



Version with example sentences from Princess Mononoke: slides, pub

Someone, Anyone, Everyone, No one Slideshow

(Movie slideshow Grammar Sections--Pronouns)

Taken from Princess Mononoke -- Part 12

Presentation only version: slides, pub



Version with example sentences from Princess Mononoke: slides, pub

Keep Slideshow

(Movie slideshow Grammar Sections--Word Patterns)

Taken from Princess Mononoke --Part 11

Presentation only version: slides, pub



Version with example sentences from Princess Mononoke: slides, pub

A Goofy Movie--Worksheets

(Movie Worksheets)

(I already posted my review of this movie last week.  Now here are the actual worksheets I used.)

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)
I also tried these worksheets out with a more advanced group of students, and decided to increase the challenge level.  But we only go through part 1--part 1 advanced (docs, pub)

Explanation:
More movie worksheets.  (For an explanation of why I think it's useful to use movies in the classroom, see here,  here, and here.)
As I wrote at the end of the Princess Mononoke post, my new job has required me to cut these worksheets down to the bare minimum.  So they are just the script and the missing words.

In my class, I use the following stages.
1) I hand out the worksheet.  I check the meaning of the words in the box by saying the definitions (in the mixed up order) and the students yell out the word.
2) We watch the movie one time with the lights off
3) I turn on the lights.  The students try to write in the missing words in the script
4) We watch the movie a second time with the lights on.  The students check their answers.  I pause the movie after each answer to check that everyone got the right answer.
5). I answer any questions the students have about the vocabulary.  Students raise their hand and can ask me about any word that they want.

Other notes:
There are a few good versions of the script on-line.  (More proof that this movie has become a cult classic is that fans are putting in a lot of time and effort to transcribe this movie.)  I initially tried to use the script from this website here, but found that the notes were almost a bit too detailed (they took up too much room on the page), so I switched to the script from this website here. 
(Although I still have the draft of part 1 from the first script--docs, pub--if anyone wants to use this as a basis for making their own script using the more detailed version).
I used the borrowed script as a basis, although I corrected it wherever I thought it was in error.
I tried to stick to 4 pages of script per lesson.
Because I was breaking the script up by page length, and not by natural breaks in the movie, often the movie worksheets stops and starts at odd moments.
But in practice, when I was actually showing the movie, I would play enough to give contexts.  i.e. I would start the movie at the beginning of the scene each time, even if the movie worksheet only started halfway through that scene. Also on the other end, sometimes I would let the movie play a little longer if the worksheet ended in an awkward break.