The Best Jokes

(TESOL Materials--Jokes)
Google: slides, pub

[Explanation: Recently I was teaching a unit on Humor (Reflect Listening & Speaking 5--Unit 5) and to share some English jokes with my students, I returned to my old joke slideshows (Part 1, Part 2, Part 3), and I was immediately reminded of just how bad a lot of those jokes were.  Now, I don't blame myself for using bad jokes at the time.  When I created those slides originally, I had ongoing classes and my project was to give my students one new joke every lesson.  I didn't have a lot of resources to draw from, and some lessons I just couldn't find any good jokes, so I got desperate and just went with whatever I could find.  

But now that I've got a whole collection of them, it seemed like it would make sense to just combine my 3 slideshows into one slideshow, and edit out all the bad jokes.

And so, with all the bad jokes edited out, what's left is my collection of the best jokes for the ESL classroom.

"Best" in this sense doesn't necessarily mean "funniest".  Quite a few of these jokes are real groaners.  But these are (in my opinion) the jokes that work best in the ESL classroom because they are the ones that are most recognizable to the students as jokes.  The students either understand these jokes with no explanation, or they can get them with minimal explanation.  (Any jokes that required lengthy explanations got cut out.)  

Many of these jokes do have explanations after them (a legacy from the-earlier-slideshows they were imported from), but my preference now is to just skip the explanations, or if I do need to go through them, go through them as quickly as possible.  I think this joke slideshow works best if you keep it fast-paced.]

A Joke A Day Part 3

(TESOL Worksheets--Comprehensible Input)
Google Drive Folder HERE, 
Slideshow: slides, pub  (Update: Youtube Video HERE)



So, back in June I said I was trying to bring "A Joke A Day" back into the classroom.  It's corny, but it works really well with 10-12 year olds. 
I've found that the bigger the slideshow gets, the longer it takes to load on slow Internet connections.  So once I got to 200 slides, I restarted with a new slideshow.  So here is part 3.

I say this every time, but I am really getting desperate for good jokes.  Every week I'm like, "Oh, what am I going to do for this lesson?" 
It's difficult to find good jokes that would be understandable to children who are learning English as a second language.
So... if some of these jokes seem a bit desperate, it's because they are. 
Please let me know if you have any good jokes.  Leave them in the comments or something.

For the first Joke a Day collection, see HERE.
For the second, see HERE.

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

A Joke A Day Part 2

(TESOL Worksheets--Comprehensible Input)
Google Drive Folder HERE,
Slideshow: slides, pub (Update: Youtube Video HERE)



4 years ago, I posted my "A Joke A Day" project.
At the time I said I would add to the list as I got new ideas.  But shortly after posting that, my schedule changed, and I lost my class of 10-12 year olds.  (10-12 years old is right about the perfect age for corny jokes.)
I've gone back to these jokes a few times over the past few years, particularly when doing a last minute cover.  I turned the collection of jokes into a PowerPoint, and turned that PowerPoint into a full lesson.  But I haven't really been adding to my collection of corny jokes.

But, now I'm once again teaching 10-12 year olds.  So it's once again time to bring out the corny jokes.  (I'm a huge believer in using jokes for ESL.  I think learning to play with the language is the perfect way to remember the vocabulary).

After using all the jokes from my old PowerPoint, it was time to create new ones.
These are all the ones I've come up with so far, but it's still an ongoing project (i.e. I'm still adding new jokes to this slideshow every lesson.)
So.... If anyone knows any good jokes, let me know.  As you can see from this slideshow, I'm already running out of good ideas, and have had to resort to some really awful jokes.

None of the jokes are mine.  Some of them are old chestnuts.  Others I've stolen from various places on the Internet.  All the pictures and illustrations are also stolen from the Internet using a Google Images search.

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.

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.

DuckTales the Movie: Treasure of the Lost Lamp--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)

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:
I used this website here as the basis for the script, although I corrected it wherever I thought it was in error.
I tried to stick to 3 pages of script per lesson.  This was 3 pages as measured by the raw words (i.e. before I put in the numbers and the blanks).  Sometimes after putting in the numbers and the blanks, the script would spill over into page 4.
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.)

The Sword in the Stone: 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)

Slideshow (1-2 only):
Part 1 (slides, pub), Part 2 (slides, 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.

Other notes:
I used this website here as the basis for the script, although I corrected it wherever I thought it was in error.
I tried to stick to 3 pages of script per lesson.  This was 3 pages as measured by the raw words (i.e. before I put in the numbers and the blanks).  Sometimes after putting in the numbers and the blanks, the script would spill over into page 4.
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.)

The first couple worksheets I made where while I was reading Implementing the Lexical Approach, and I initially tried to incorporate some of the ideas from The Lexical Approach into these movie worksheets--drawing students attention to groups of words that are used as a set lexical phrase.
However, I soon got overloaded with other stuff at my work, and had to drop this.  (It didn't take very much extra time, but when you're busy, every little bit counts).
And so I went back to the bare minimalist approach.
This is why only the first two worksheets have accompanying slideshows.

Princess Mononoke Movie Worksheets

(Movie Worksheets)

Google Drive Folder HERE

Worksheets on Google Docs
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), Part 19 (doc, pub), Part 20 (docs, pub), Part 21 (docs, pub), Part 22 (docs, pub), Part 23 (docs, pub), Part 24 (docs, pub), Part 25 (docs, pub), Part 26 (docs, pub), Part 27 (docs, pub)

Slideshow Presentations on Google Slides:
Part 1 (slides, pub), Part 2 (slides, pub), Part 3 (slides, pub), Part 4 (slides, pub), Part 5 (slides, pub), Part 6 (slides, pub), 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), Part 18 (slides, pub), Part 19 (slides, pub), Part 20 (slides, pub)

Each Worksheet is supplemented by homework from quizlet, which reviews all the vocabulary covered in that lesson.
The quizlet homework quizzes are cumulative.  Part 2 covers all the words in part 1 plus part 2.  Part 3 covers parts 1, 2, and 3.  Part 4 covers parts 1, 2, 3, and 4.  Et cetera.
Quizlet folder Here
Princess Mononoke Part 1, Princess Mononoke Part 2, Princess Mononoke Part 3, Princess Mononoke Part 4, Princess Mononoke Part 5, Princess Mononoke Part 6, Princess Mononoke Part 7, Princess Mononoke Part 8, Princess Mononoke Part 9, Princess Mononoke Part 10, Princess Mononoke Part 11, Princess Mononoke Part 12, Princess Mononoke Part 13, Princess Mononoke Part 14, Princess Mononoke Part 15, Princess Mononoke Part 16,  Princess Mononoke Part 17, Princess Mononoke Part 18, Princess Mononoke Part 19, Princess Mononoke Part 20, 

These worksheets follow the exact same format I used with Robin Hood, and  The Emperor's New Groove, (or at least, the first 20 of them do.  After part 20, they follow a much more minimalist approach). But I'll repeat myself here in order to make this post stand independently.

Procedure
Each lesson follows the same procedure.
1. New vocabulary is presented to the students on the slideshow.
2. Students read through "The Story Last Time" section on the slideshow.  (This is the part of the movie that the students have already seen in the previous class).
3. Before watching the movie, the students are presented with a gist question (on the slideshow)
4. Students watch a short section of the movie (The students re-watch the section of the movie covered under "The Story Last Time" and then also watch a short section of new material)
5. Students answer the gist question (full class feedback)
6. Students are given the worksheet, and fill in the gaps in the sentences.  (Either from memory or using contextual clues).
7. Teacher plays the movie again.  Students listen and check their answers.
8. Full class feedback using the slideshow to check the answers
9. A short grammar point is presented on the slideshow

Further Instructions

These worksheets were designed for young learners CEF level A1+, but I believe can be used for any level above that as well, and could also be used for adult classes.
Each lesson consists of watching a 5 minute movie clip (time is approximate).  Of these 5 minutes, roughly half is a re-watching of the previous lesson, and half is new material (again approximately).
By the time all the activities are completed, however, each lesson can take about 40 or even 50 minutes. If you don't have this much time to spare in your lesson, activities can be deleted to bring the time down.

1. Vocabulary stage: The students try to guess the word before it is shown.  The slideshow is set up so that the first click shows the dictionary definition, the second click shows the picture, and the third click shows the answer.
The students are given roughly 15-16 vocabulary words.  The first ten of these words will show up again on the worksheet, which means the students will be responsible for identifying these words.
The last 5-6 words are bonus words.  These words will not be on the worksheet, but are given to the students as a little extra vocabulary bonus.

2. The Story Last Time Stage: Ideally the students read this outloud together as a group.  Assuming a class of students that is willing to do this.  (My children's classes will willing to do this.  My adult classes were not).
As a teacher, I correct any pronunciation mistakes as they occur.  If the students have any questions about the sentences, I answer them.  But if there are no questions, I do not explain everything.
In my children's classes, the children are rewarded at this point if they all read through the section nicely.  (They are each given a star for reading nicely, and if the whole class reads nicely, they get one step closer to being able to play a game at the end of class.)

3.  Gist Question: Students are given three options, and given the opportunity to speculate on the answer before watching the movie.

4.  Watch the Movie: For children's classes, the children sometimes require an incentive to be quiet during the listening section.  Each child that listens quietly gets a star, and if the whole class listens quietly, they get one step closer to being able to play a game at the end of class.  (In my class, laughing during the movie is allowed, but talking during the movie is not.)
Because I did not have access to a proper DVD of this movie out in my current context (Vietnam), the slideshow contains links to various websites hosting copies of the movie.  Many of these websites are unreliable, so I included several of them on the slideshow--in case one doesn't work, another one can be tried.
It's probably only a matter of time before all of the links become invalid because of copyright enforcement.   Your best bet is to probably just get a hold of a DVD of this movie, if at all possible.
For each lesson, I start the movie at the beginning of "The Story Last Time" section--i.e. the students start out by watching the part of the movie that they have just gotten done reading through.  I stop the movie when we get to the end of the worksheet for that day.

5. Students answer the gist question (full class feedback)

6. Students are given the worksheet, and fill in the gaps in the sentences.  (Either from memory or using contextual clues).
In my classes, half of the students were able to do this, and half were not.  The stronger students had the words all filled out before we played the movie a second time.   The weaker students were not able to match the words from the contextual clues, and instead they used this time to do the vocabulary section.
During this stage, I walk around the room.  If students have problems with the vocabulary matching section, I help them with the answer.  If they have problems with the sentence gap fill sections, I just encourage them to take their best guess, and tell them we'll check it together later.

7. Teacher plays the movie again.  Students listen and check their answers.
I keep my finger next to the pause button, and after each answer is given, pause the movie.  The students yell out the word they just heard.  I write the answer up on the board to ensure everyone can see it.  I wait for slower students to write down the answer before proceeding with the movie.
After all the answers have been identified, for children classes, if the class is reasonable small and if I have a teaching assistant, the teaching assistant and I go through and check each child's paper individually to make sure they have all the right answers and the correct spelling.  (I've discovered that sometimes the children will become careless about spelling if they think there paper is not going to be checked.  So this is one way to combat that.  However for larger classes, or classes where I have no teaching assistant, it takes more time than it's worth to check every child's paper.)

8. Full class feedback using the slideshow to check the answers.
For the sentence completion section, individual students are nominated to give the answer.  For the vocabulary section, the whole class shouts out the answer.

9. A short grammar point is presented on the slideshow.
The students are presented with a grammar point and a short explanation of that grammar point.
They are then presented with examples of that grammar point from the movie.  (The grammar point du jour is always something that was present in that lesson, but any examples from previous segments of the movie are also included in the slideshow).
When looking at previous examples of the grammar point, there is always some sort of elicitation task, often one in which students either have to supply the missing words to the sentences, or identify the meaning of the sentence.
In many cases, the students can't reasonable be expected to remember the missing words, but remembering the correct answer isn't really the point here.  The point of the elicitation task is just to focus the students' attention on the sentence.  After they attempt to remember or guess the answer, and thus have focused on the sentence, I click the slideshow, and the correct answer will pop up.

Rationale, Explanations, and Further Ramblings

Why show movies in class?
The reason for showing movies in the classroom is based off of the idea that students benefit from receiving a lot of input.  This is true for all ESL learners, but particularly true for children (who are possibly still in the critical period).  I detailed my thinking on this in a workshop on the Importance of Input with Young Learners and my Input Workshop.

There are 3 levels of input: graded input, negotiated input, and authentic input.
Ideally the learner should be exposed to all 3.
The majority of the input the student receives should not be authentic input, but rather should be graded or negotiated (For materials on graded input see here, and for materials for negotiated input see here).

However, provided that the learner is also getting plenty of exposure to graded input and negotiated input, I believe that authentic input (such as movies) also have a place in the mix.

Authentic input has many obvious problems--it contains a lot of unknown vocabulary, and contains a lot of grammatical structures that are beyond the student's level of acquisition.

However, provided that both the teacher and the students are willing to accept that a significant percentage of the input will be beyond the students' current level of comprehension, I believe that authentic input does have some benefits as well.
* It allows the student the satisfaction of feeling that they are engaging with authentic texts on at least some level (If students wait until they are completely fluent before engaging with authentic input, many of them will never get there. )
* It contains rich input
* Although much of the input will be above the student's current level, at least some of the input will be at the student's current level.

The worksheets follow the "Grade the Task not the Text" philosophy.  They were developed for children studying at the A1 or A1+ level of the Common European Framework.  But can be adapted for other levels.

Vocabulary
The students are presented with 10 vocabulary words which they have to match to the sentences.
These vocabulary words are chosen with the aim of finding words that are salient in the text.

Ideally I wanted my students to be able to match the words to the sentences just from the contextual clues, and so selected the words according to which ones I thought were easiest to match.

In other words, the primary purpose of the vocabulary is to provide a reason for engaging with the text, and not for providing the students with useful vocabulary.
As a result, much of the vocabulary the students are presented with is either so low-level that it is  already known to them (e.g. tree, ear), or so specific to the story that it is not particularly useful to them (e.g fortress, emperor).
It was hoped, however, that by forcing the students to engage with the text, they would pick up a lot of other vocabulary incidentally.

The criteria for the selection of the bonus vocabulary was inconsistent.  Sometimes it was based on how useful I perceived this vocabulary to be, sometimes it was based on how important I perceived this vocabulary to be for understanding the text, and sometimes it was based on ease of teach-ability (e.g. nouns that could be easily visually represented were favored over other more abstract vocabulary).
Sometimes the bonus vocabulary was remembered by the students, and sometimes it wasn't.  However since this extra vocabulary was a "bonus", it wasn't essential to the lesson.  If they remembered it, great.  If they did not, no harm done.

The Story Last Time Stage
In this section, the students read through the section they had watched in the previous lesson.

The pictures come from this website here.  (Which is, by the way, a very helpful resource).

This is a continuation of something I started doing with The Secret of Nimh, The Emperor's New Groove and Robin Hood, and the rational remains the same.

The purposes of having the students read the script are:
1) Mainly, to force attention on the input.
It is thought that some of the grammar structures and vocabulary might escape attention during the movie, but that students would have more opportunities to absorb the input if they read through it.
That being said, only the input that is at the students' current level of acquisition is going to be beneficial for them.  Because this is authentic material, much of it will be beyond the students' current level of acquisition.  But some of the sentences will be at the students current level, and it is with the hope of helping the students to notice these sentences that I have them read through the whole script. They will also be reading through a lot of material that they are not yet ready to acquire, but I'm assuming that this will do them no harm.
2) To encourage bottom-up listening.
When the students watch the movie at normal speed, they may have trouble catching the individual words, or distinguishing word boundaries between words.  Reading through all the words, and then listening to the movie again, will hopefully improve students bottom-up listening skills by helping them to match the sounds they are hearing to the words that they have previously read.
3) To encourage reading skills:
Previously, I used to use a lot of picture books with my Young Learners classes.  This is an effort to continue using picture books, but to make the movie itself into a picture book.
4) To encourage correct pronunciation habits
Although I don't explain the grammar or vocabulary (unless the students ask me to) I do correct any wrong pronunciation.  I figure that encouraging the correct pronunciation of all of these words now will help the students in the future when they do get to a level where they can use them.

In my classes, I've found that if the students are interested in the movie, they usually don't mind re-reading parts of it in "The Story Last Time" sections.  However, if they are not fully engaged with the movie, this section can test their patience.

If a class really hates the activity of reading "The Story Last Time", I think it's a legitimate question to wonder whether the negative emotions outweigh any of the potential benefits.  I don't know. Possibly.  I guess it's something to think about before doing this activity again, at any rate.

If any other teachers are using this material, I suppose it might be something to consider.  If your class really hates this section, you may want to think about cutting it out or adjusting it.

Listening for Gist
This is something I started doing with The Emperor's New Groove and Robin Hood to make the lesson conform more to the CELTA style.
In the CELTA style, you always have to give the listeners a task for any listening they do.
With all my other movie worksheets, I didn't use to do this, because I figured if the listeners are naturally engaged with the material, you don't need a task to force their attention.  But I added this section anyway just to make it more CELTA-style-esque.

Movie Worksheets
The movie worksheets usually contain one page of repeated material (from the previous lesson) and two pages of new material.
For the one page of repeated material:
Some students were able to complete these by memory, but that was okay.  It increased their confidence to get a few easy answers.
For the repeated dialogue section, I didn't stop the movie after each answer, but stopped it at the end of the repeated dialogue section to check all the gap fills that were repeated, before moving on to the new section.

I used this as my basis this script here.  I listened to the movie and edited it, and did my best to change it wherever it was in error.
The script I was using as a basis also contained a lot of stage directions.  I included these as well because--why not?  If the students read them, they could potentially be useful input.  If the students don't read them...well, no harm done.  I included them in small font.
The stage directions in the source material contain a lot of typos and grammar errors.  Although I proofread the dialogue carefully, I admit that I didn't proofread the stage directions as carefully.  Any errors I caught, I fixed, but I probably missed somethings.

Grammar
This is an idea I got after reading Uncovering Grammar by Scott Thornbury.  (I'm behind on my book reviews, but hopefully I'll get around to reviewing it soon.)
Scott Thornbury makes the point that sometimes learners don't notice the grammar in the input until it is pointed out to them.  After the grammar is pointed out to them, the learners might begin noticing it more in future input.
So, I decided to add on little noticing tasks at the end of each movie worksheet.
The noticing tasks highlight a grammar item that was present somewhere in the new dialogue for that particular lesson.
I then went back through the old dialogue to try to find other examples of that grammar point.
The purpose of this little task is not to get the learner to acquire the grammar point productively.  It is only to get the learner to notice the grammar point in the input, and it is hoped that this will cause the learner to be more attentive to this same grammar point in future input, and that this repeated noticing will ultimately make it easier for the learner to acquire the grammar point at some point in the future.
This task is also partly influenced by what I read in Rules, Patterns and Words by Dave Willis.  Dave Willis believed that grammar points should be presented to students using sentences selected from authentic material that the students had previously comprehended for input.

Evaluation
So, admittedly, I'm biased.  Not only do these worksheets fit in with an approach that I was already predisposed to believe, but I was personally invested in them because I put in long hours making them, and so I wanted to believe that they were working.
So take my opinions with a grain of salt.

But I believe that these lessons were incredibly effective in raising my students' level of English.

I didn't conduct any careful experiments (no pre and post testing) but just based on my general feeling, I feel that my students comprehension of English has really shot up over the past few months as a result of doing these worksheets.
They've also seem to have absorbed a lot of the vocabulary, and many of the lexical phrases from this movie.

In other words, I believe that these type of movie worksheets are tremendously beneficial.  Perhaps maybe not as the sole basis of a curriculum, but I think they work very well supplemented with other activities.  (In my lessons they are only the first half of the lesson, and the second half of the lesson we work through a more traditional textbook syllabus).

All that being said, there are some frustrations and drawbacks to these movie worksheets, which I'll detail below:

1) Technology Issues:
Sometimes the movie wouldn't play for one reason or another (Internet connection problems or computer problems).  Sometimes the speakers didn't work, and the students would have to struggle to hear it, which means they sometimes didn't get the full benefit of the listening.
Because the Google Slides Presentations I made contain so many pictures, they can take a while to load, and on days when the Internet was slow, this was a problem.  (If at all possible, it's best to download the Google Slides on to the computer before class.  Google Slides automatically converts to PowerPoint when you download it.)

2) Issues with Student Attention:
When the students were fully engaged with the movie, and when the technology was working perfectly, these lessons went beautifully.
For whatever reason, however, the students' ability to focus seemed to vary from day to day.  (For who knows what reason).  Sometimes they were very focused, and absorbed a lot of the input.   Sometimes they were not so focused, and did not get the full benefit of the input.

3) Learning Styles
Although all of the students were engaged with the actual movie itself, not all of the students were fully engaged with the worksheets.  Some of the students enjoyed the movie, but didn't really pay attention to the worksheet.
Also, during "The Story Last Time" section, some of the students were very focused, and read out every word.  Other students were not focused.
The students who did focus on the worksheet, and focused on the reading, got the full benefit of the input.
The students who only focused on the movie part still seemed to pick up some language, but the benefit for them was not as great.
I attributed this difference to perhaps a difference in learning styles.

Comments About Princess Mononoke Specifically
So, there are several things about this movie specifically which might make it less than ideal to use in the classroom.

In my defense, it was not my first choice.  My first choice was Aladdin.  I even prepared the first worksheet for Aladdin, before my students overwhelmingly rejected it.

I then gave my students several other choices, each of which they rejected.  (The danger of giving the students a choice is that they become increasingly picky).
It wasn't until 4 other movies had already been rejected that I suggested Princess Mononoke.
My students didn't know anything about Princess Mononoke, but they were interested in the movie poster.

Anime is also quite popular in Vietnam, so my students were excited about doing an anime movie.

And I was also a big fan of this movie, so I decided to try it out.

But there were some drawbacks:
1) the English dub of this movie is not great.  Despite having a lot of big name actors, most of them just read off their lines in a quiet monotone, which makes the movie both a little bit boring (at times) and also hard to hear.
2) the dialogue is all grammatically accurate, but it's incredibly stilted.  There's none of the natural conversation or free-style riffing that Disney would allow it's comedians to do in the studio.
In other words, the dialogue all sounds like something that has been translated, not like something natural.
3) I'm going to offend some Anime fans by saying this, but the animation quality is just not on par with Disney.  I'm assuming this is just because Japan doesn't have the same budget.  But the characters have extremely little facial expressions.  Often just their mouths will move, and nothing else.
As a consequence of this, The Story Last Time section was extremely boring.  Despite all the frames of the movie being available online here, in many of the long conversation, frame after frame it's just the exact same picture.

So, probably not the ideal movie to use to teach English with.  Again, not completely my fault.  I tried  to steer my kids towards other movies, but this was the one they wanted.

On the other hand...
...it worked great.
They absolutely loved this movie, and got really into the story.  And after each section was done, they had tons of questions about everything from the character motivations to how the magic worked in this universe.  It generated lots of discussion.
The first part of the movie is pretty slow, so there were a few sections at the beginning where they weren't quite so enthusiastic.  (But then, that's true of almost every movie).  But once the story kicked off, they really got into it.

Also,
if English is becoming an international language, that means that the study of English should not simply be a one-way transmission of Western culture.  In the English classroom, the students should learn about many cultures.  And so, maybe it was appropriate to do a Japanese movie dubbed into English.

The Last 8 Movie Worksheets
I'm a believer in my own methods, but unfortunately, these movie worksheets take way too long to make.  And I just ran out of time.
I started a new job, and I just didn't have the time anymore to keep pouring hours into these movie worksheets.
So the last 8 worksheets take a bare minimalist approach.  There's no PowerPoint, no quizlet, and no pictures for vocabulary matching.  Only the script and some missing words.
When using the minimalist approach, I hand out the worksheets.  We double check the vocabulary quickly.  (I say the definitions at random, the students yell out the word).  Then we play the movie, and they match the words.
There may be something to be said for the minimalist approach, actually.  The students don't get quite as much out of the movie, but on the other hand it requires less patience on their part.  And it takes less time, so we have more time in the lesson to do other things.
That being said, if I had time enough, I would have completed the whole movie using my longer method.
But for complete movies done using the longer method, see The Secret of Nimh, The Emperor's New Groove and Robin Hood.

One last note:
I've mentioned these worksheets once before, in my review of Discourse Analysis for Language Teachers by Michael McCarthy.

p.11

Michael McCarthy talks about how "...conversations can often begin with 'well'..."

This is something I noticed when doing worksheets based upon movie dialogue for my students.

https://drive.google.com/drive/folders/0B5QgMDk6npsRUndrYlVBZVY5TWs

I never realized before just how common words like "well" and "Now," (used as a discourse marker) and "well now" were. They seemed to pop up on just about every other sentence in a lot of these Disney movies. 

(I think partly this is because Disney used to let a lot of these voice actors ad-lib a bit in the studio).

All of these discourse markers were noticeable by their absence when we did a movie dubbed from Japanese--Princess Mononoke. The dialogue was very heavy on conveying information, but was lacking all the "well"s and "now"s that were in the original English movies.

https://drive.google.com/drive/folders/0B5QgMDk6npsRUUtYbVc4OWlnbUE

Grammar Slideshows
* 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