beti edumarket—using short film to teach english l/01 · 5/2/2016 · don't confuse an...

BETI_EduMarket—Using Short Film To Teach English_L/01

World R

eligions First, discuss and share all the inform

ation you already know about your designated religion w

ith your group. Then, use the Internet to research m

ore information about each of the five categories: origins, beliefs, custom

s, ceremonies and rituals, and religious holidays.

Religion

Person B

uilding O

rigins B

eliefs C

ustoms

Cerem

onies and R

ituals R

eligious H

olidays C

hristianity

Christian

Church

Islam

Muslim

M

osque

Judaism

Jew

(sometim

es also P

racticing Jew

)

Synagogue

Buddhism

Buddhist

Temple

(sometim

es S

hrine)

Hinduism

Hindu

Shrine

(in temples, in the

home, and in

outdoor public spaces)


Five (a short film by Daniel & Katina Mercadante) While you watch the film, try to notice any similarities and differences between the children and the religious rituals you see in the film. Similarities and differences between the children: Similarities and differences between the religious rituals:


www.film-english.com by Kieran Donaghy

Religion Discussion Questions

1. What does religion mean to you?

2. Is religion a good or bad thing?

3. Do religions help people be ethical?

4. Do you think that religious people are happier?

5. Do you think religion is just superstition?

6. Do you think religion is incompatible with

our modern-day world?

7. Should religion be taught in state schools?

8. Why is there conflict between different religions?

9. What do you think of the concepts of heaven

and hell?

10. What would the world be like without religion?


T h e A b s t r a c t N o u n Recognize an abstract noun when you see one.

Nouns name people, places, and things. One class of nouns is abstract. Your five senses cannot detect this group of nouns. You cannot see them, hear them, smell them, taste them, or feel them.

Cannot see Cannot hear Cannot smel l Cannot taste Cannot touch

Check out the following example:

When Joseph dived into the violent waves to rescue a drowning puppy, his bravery amazed the crowd of fishermen standing on the dock.

Bravery, one of the nouns in this sentence, is an example of an abstract noun. You can see Joseph, the water, and the crowd. But you cannot see bravery itself. Bravery has no color, size, shape, sound, odor, flavor, or texture; it has no quality that you can see, hear, smell, taste, or touch. Any noun that escapes your five senses is an abstract noun.

Don't confuse an abstract noun with a concrete noun.

Many nouns are concrete, not abstract. Concrete nouns register on your five senses. Here is an example:

Joseph cuddled the wet puppy under his warm jacket. Puppy is an example of a concrete noun. You can see a puppy, stroke its fur, smell its breath, and listen to it whine. You can even taste the puppy if you don't mind pulling dog hair off your tongue! Because a puppy will register on all five senses, puppy is a concrete noun. Look over this chart contrasting abstract and concrete nouns:

A b s t r a c t N o u n s C o n c r e t e N o u n s

deceit dedication curiosity

trust relaxation

the President teacher

cat airplane

bubble bath

©1997 - 2014 by Robin L. Simmons

All Rights Reserved.


www.film-english.com by Kieran Donaghy 4 How to become a better person

Step 9

Pause the video at 03:53 or show this screenshot.

Go through each virtue and ask your students to explain why it was chosen.

Step 10

Ask your students to choose the 5 virtues mentioned in the film which are most important to them. Put the students into pairs and ask them to explain their choices.

Step 11

Hold a plenary session based on the students’ most important virtues.


How To Become A Better Person (a short film by Tracy Foster) As you watch the film a second time, listen carefully and write down the the narrator’s reasons for choosing each of the 10 virtues.

6. Humour

5. Politeness

1. Resilience 2. Empathy

7. Self-awareness

4. Sacrifice

3. Patience

9. Hope

10. Confidence

8. Forgiveness


How To Become A Better Person (a short film by Tracy Foster) Definitions of the 10 virtues from the film. 1. Resilience: the capacity to recover quickly from difficulties. 2. Empathy: the ability to understand and share the feelings of another. 3. Patience: the capacity to accept or tolerate delay, problems, or suffering without becoming annoyed or anxious. 4. Sacrifice: an act of giving up something valued for the sake of something else regarded as more important or worthy. 5. Politeness: having or showing behaviour that is respectful and considerate of other people. 6. Humour: the quality of being amusing or comic; a mood or state of mind. 7. Self-awareness: conscious knowledge of one's own character, feelings, motives, and desires. 8. Forgiveness: the action or process of being able to stop feeling angry or resentful towards (someone) for an offence, flaw, or mistake. 9. Hope: believing that something good may happen. 10. Confidence: self-assurance arising from an appreciation of one's own abilities or qualities.


BETI EDUMARKET—SHORT FILM MAY 2ND, 2016 LESSON 3 EduMarket—Using Short Film To Teach English 3 50-minute classes about using short film to teach English 5:00pm—7:50pm CLASS 3 Short Film: “Mog’s Christmas Calamity” 7:00pm—7:50pm CHRISTMAS WORDS & DICTATION 7:00—7:05

• Tell students you are going to dictate 9 words to them and they should write them down • Dictate the following 9 words…

Christmas card present tree decorations snowman turkey cracker chestnuts candle

• To check…have students compare the words they wrote down with a partner o Then have students write the 9 words on the board as 9 column headings

! NOTE: if students don’t know what a Christmas cracker is explain that it’s a decorated paper cylinder which, when pulled apart, makes a sharp noise and releases a small toy or other novelty

COLLOCATING VERBS 7:05—7:15

• Ask students to think of verbs that usually go with Christmas card • Write students’ responses under the column heading Christmas card on the board

o If students don’t say the following verbs then elicit them: write a Christmas card, send a Christmas card, open a Christmas card

• Put students into pairs • Hand out Verbs Which Collocate With Christmas Nouns Worksheet • Tell students that with their partner they should come up with verbs that collocate with the Christmas

nouns on the Worksheet

• To check…have students write their collocating verbs on the board under the corresponding Christmas noun column heading

o Remind students not to write a collocating verb more than one time on the board (so if a student/group writes a collocating verb on the board no other group should also write it)

• If students do not write the following common collocating verbs on the board then elicit them…

o Present: choose a present, wrap a present, send a present, put a present under the Christmas tree, unwrap a present, open a present, return a present.

o Tree: choose a Christmas tree, buy a Christmas tree, decorate a Christmas tree, put a fairy/star on top of the Christmas tree, put present under the Christmas tree.

o Decorations: put up decorations, take down decorations. o Snowman: make a snowman, dress a snowman. o Turkey: buy a turkey, stuff a turkey, roast a turkey, carve a turkey. o Cracker: pull a cracker. o Chestnuts: roast chestnuts. o Candle: light a candle, blow out a candle.


BETI EDUMARKET—SHORT FILM MAY 2ND, 2016 LESSON 3 EduMarket—Using Short Film To Teach English 3 50-minute classes about using short film to teach English 5:00pm—7:50pm CLASS 3 Short Film: “Mog’s Christmas Calamity” 7:00pm—7:50pm CHRISTMAS WORDS & DICTATION 7:00—7:05

• Tell students you are going to dictate 9 words to them and they should write them down • Dictate the following 9 words…

Christmas card present tree decorations snowman turkey cracker chestnuts candle

• To check…have students compare the words they wrote down with a partner o Then have students write the 9 words on the board as 9 column headings

! NOTE: if students don’t know what a Christmas cracker is explain that it’s a decorated paper cylinder which, when pulled apart, makes a sharp noise and releases a small toy or other novelty

COLLOCATING VERBS 7:05—7:15

• Ask students to think of verbs that usually go with Christmas card • Write students’ responses under the column heading Christmas card on the board

o If students don’t say the following verbs then elicit them: write a Christmas card, send a Christmas card, open a Christmas card

• Put students into pairs • Hand out Verbs Which Collocate With Christmas Nouns Worksheet • Tell students that with their partner they should come up with verbs that collocate with the Christmas

nouns on the Worksheet

• To check…have students write their collocating verbs on the board under the corresponding Christmas noun column heading

o Remind students not to write a collocating verb more than one time on the board (so if a student/group writes a collocating verb on the board no other group should also write it)

• If students do not write the following common collocating verbs on the board then elicit them…

o Present: choose a present, wrap a present, send a present, put a present under the Christmas tree, unwrap a present, open a present, return a present.

o Tree: choose a Christmas tree, buy a Christmas tree, decorate a Christmas tree, put a fairy/star on top of the Christmas tree, put present under the Christmas tree.

o Decorations: put up decorations, take down decorations. o Snowman: make a snowman, dress a snowman. o Turkey: buy a turkey, stuff a turkey, roast a turkey, carve a turkey. o Cracker: pull a cracker. o Chestnuts: roast chestnuts. o Candle: light a candle, blow out a candle.


Verbs Which Collocate With Christmas Nouns With your partner, think of as many verbs as you can that collocate with the Christmas nouns below.

Christmas card Write a Christmas card Send a Christmas card Open a Christmas card

Present

Tree

Decorations


Snowman

Turkey

Cracker

Chestnuts

Candle


Mog’s Christmas Calamity You’re going to watch a short film called Mog’s Christmas Calamity, in which you will see a family home on Christmas Eve where everything has been prepared perfectly for Christmas Day. However, the family cat, called Mog, causes a series of calamities which ruin everything. (a calamity is an event causing great and often sudden damage or distress; a disaster).

With your partner, discuss and write down what you think Mog might do to ruin Christmas.

Mog’s Christmas Calamity

Language level: Pre-intermediate (A2) –Intermediate (B1) Learner type: Young learners, teens and adults Time: 90 minutes Activity: watching a short film, speaking and writing Topic: Christmas Language: Vocabulary related to Christmas Materials: Short film

beti edumarket—using short film to teach english l/01 · 5/2/2016 · don't confuse an...

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