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MOVIES AND VIDEO IN ELT Graciela Valdez

1
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VideoManual

This class is about how to express your ideas, opinions and feelings in English the way native speakers do. You will also practice grammar, listening comprehension, vocabulary development and writting. The captions from the clips will be your lessons, by thinking and talking about the subjects, you will improve your speaking in English very quickly.

Goals and kinds of activities:


There are five goals in this class 1. 2. 3. 4. 5. To improve your fluency in English, both verbal and mental ( Thinking in English) To reinforce your grammar knowledge through cooperatie learning activities. To practice and improve your listening comprehension skills. To increase your vocabulary and idiomatic expressions. To practice creative writting.

To accomplish our goals, you will participate in various kinds of activities about these movies. 1. 2.

3.
4. 5.

Vocabulary Development - These activities will help you identify and practice different mnemonic devices to memorize vocabulary and expressions in long term memory. Grammar You will engage in cooperative learning activities to practice grammar points previously introduced in class. Listening Strategies - With these activities you will practice and develop listening strategies that will help you discover and practice the phonetic system. Creative Writting - These activities will ask you to follow the writting process using the themes from the clips and the vocabulary to write essays. Discussion You will use the new vocabulary and idiomatic expressions, grammar and all the input provided in the clip in order to produce relating the theme or the situation with your own personal experience.

As learners of foreign languages, we recognize that our level of understanding and speaking can vary radically, depending on several factors:

The topic and Content The task The learner

Acoordingly to increase our understanding we need to get information about a variety of topics, engage in a variety of activities and interact with different kind of learners.

Expected Behavior in Class


This class will be student centered. If you pay attention and participate in all the activities, our goal, improving your English fluency, will be accomplished. Listening to your classmates opinions is as important as expressing your own opinion. If you speak easily, try to encourage those who are just beginning to speak out. Because communication is our goal, cooperation and sensitivity to others will be very useful tools in this class. A common by-product in this class is your increased knowledge of the different cultures represented in our classroom. Open your minds and hearts and you will improve your English - and we may even have fun at the same time.

How to use this Manual


This manual was developed using the great advantages of Gardener s Theory of Multiple Intelligences in order to increase the students potential and learning abilities. Each set of activities will get students practice a specific number of intelligences in a relaxed and stimulating atmosphere,thus unconsciously they are developing learning strategies which will be later on applied during their regular classes. The approach to planning the lesson with this manual will depend on how many times and for what purpose the video is shown, the class size, level and ability of the students, the teachers style etc. Read all the activities before you plan to apply them in order to decide the sequence, auxiliar material or homework. Take advantage of the slang and articles provided to teach grammar and culture. Have fun with them and get actively involved in the activities Dont put pressure on the students when the activities ask them to share something very personal. Let it for the ones who want to do it and be sympathetic. Before the clips per movie you have some Internet Sites and suggestions on how to use them to get extra activities if you have the tool and feel like using it. To teach grammar it is suggested to use three stages: 1. 2. 3. Presentation Practice Evaluation

To teach listening comprehension use these stages: 1. 2. 3. Pre-listening Intensive-listening Post- listening

To teach conversation and Fluency use these stages: 1. 2. 3. Presentation Practice Performance

To develop vocabulary use these stages: 1. 2. 3. Presentation Mnemonic Strategies Application

To teach writing use these stages: 1. 2. 3. Prewriting Generating Ideas out of the clip: (keeping a journal, brainstorming, freewriting or Wh-Question) Planning Drafting Revising Revising Editing

Once you decided what you need to teach select one activity per stage. Each clip provides a given number of activities so that you can have a flexible lesson plan.

Video Techniques by Gina Grocetti:


a. b. Creative Completion: Show students only part of the video and have them construct the rest. Picture Only: Show the video without sound and elicit from Students what is happening (this should be a short sequence).

c. d. e. f. g. h. i. j.

Freeze Frame: Periodically pause the video for language study purposes. Roleplay: Have students act out the exact words of the dialogue with gestures, expressions, eye-contact, etc. Shown in the video or have Students improvise scenes using their own words and gestures. What they dont say: Focus students attention on the non-verbal ways of expression shown: facial expressions, gesture, posture, dress, physical contact proximity etc. Prediction: Stop the video and elicit what happens or is said next. Thinking and Feeling: Focus students attention on the thoughts and emotions of the characters and their relation to what is said (thoughts and emotions should not necessarily match) Sound Only: Show the students the video with sound only (no picture). Split Viewing: Have half the students watch the video and half listen to it. Culutral Comparison: Focus students attention on the differences and similatities of their/the other culture.

The Theory of Multiple Intelligences


Howard Gardners definition of an intelligence: An intelligence is the ability to solve problems, or to create products, that are valued within one or more cultural settings. (Gardner, Frames of mind, Second Edition). The following descriptions and interpretations follow closely that of Gardner (1983) and Armstrong (1994). They are followed by occupational examples. It has been proved through research that the more intelligences you use, the more you learn.

1. Verbal/Linguistic:

2. Logical/Mathematical: 3. Visual/Spatial:

The ability to create with words in speaking or writing(e.g. writers, poets, yournalists) The ability to see abstract patterns or categories, or to think scientifically or inferentially (e.g. mathematicians, accountants, researchers) The ability to orient oneself in the environment, crate mental images, and manipulate or transform these images accurately (e.g. interior decorators, architects, artists, inventors) The ability to use ones body (strength, flexibility, speed balance, coordination) to express oneself or demonstrate expertise (actors, athletes, dancers). The ability to use ones body intuit or analyze and or ciscriminate among musical or environmental forms or rhyhms (e.g. composer, music critics, conductors, technicians) The ability to sense moods, feelings, motivations or intentions of others through facial expressions, voice, gestures and other pragmatic cues (e.g. those who can influence others) The ability to understand oneself (moods, intentions, desires, motivations), discipline oneself, and or posses a spirit of awareness (e.g. those who know themselves)

4. Bodily/knisthetic:

5. Musical/Rhythmic: 6. Interpersonal: 7. Intrapersonal:

Contents F i r s tP a r t
Preliminary Instructions for Using the Manual Video Techniques by Ginna Crocetti The Theory of Multiple Intelligences Internet Sites CLIP 1 Casper CLIP 2 Kindergarten Cop CLIP 3 The Devils Own CLIP 4 Return of the King CLIP 5 The X-files CLIP 6 Die another day CLIP 7 Almost Famous CLIP 8 Bigt Fish CLIP 9 Forrest Gump C L I P 10 Murder by Numbers Pages 1- 5 Pages 1-10 Pages 1-11 Pages 1-13 Pages 1-10 Pages 1-9 pages 1-7 pages 1-4 pages 1-5 pages 1-4 i

Internet Sites: (ifyouhaveit&wanttouseit


A C T I V I T I E S

Write out of the web sources. Research and find out information about the movies. Read and learn information based on the internet sites.

http://www.imdb.com.
IntheImbd siteyoucanfindtheMemorableQuotesPlot Summary,UserComments, plot, key wordsandandUserRatings.

2. 3. 4.

5. 6.

1. For creative writing ( Intermediate and Advanced students ) Get students in groups of 4. Copy and cut the different comments and give each team 3 comments. They have to read them talk about it and write their own comment. 2. For oral production pick three opposite comments, some of the ones who like and some of the ones who hate the movie and blow them in poster size, or transparencies and ask the students to give their own opinion about those comments. 3. Computers Lab. If you have this facility in your school ask the students to add their own comment in the site.

C P

You can use them in many different ways depending on the level of your students and the purpose. 1. For Advanced learners you can use them for listening comprehension and ask them to sequence the quotes as they appear in the movie (they have to watch the whole movie). To teach pronunciation you can select some of them and play them then get students focus on some of the phonemes ( vowels or consonants ), and reductions, obscurations, assimilations or ellipsis when speaking. To teach oral production you can use them to get students role play the quotes. You print them, cut them and give each student one that he/she has to act out. To teach oral production along with writing (Intermediate and Advanced Students) you can ask the students to guess what was previously said or what will be said after the quote provided. This exercise will help them identify the importance of context. You can play the clip where the quote is said and they will have to predict and write what goes before and after that clip. To review grammar ( Intermediate or Advanced students) you give each students one quote and they have to identify the grammar structures they know( tenses, modals, auxiliaries, etc. ) and explain or say what they remember about those grammar points. To teach vocabulary along with the Plot keywords, try to identify the plot keywords used in the Memorable Quotes.

emorable Quotes:

omments. You can use them as follows:

lot key words.

1. You can use them for creative writing (all levels ). You can either give them all or select the easy ones ( for basic levels ) and ask the students to write a paragraph using them. 2. You can use them to get them practice mnemonic devices ( all levels).

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1. You can use it to help students predict, create hypothesis for listening comprehension or to introduce the video clip.

1. You can use them for get students practice comparatives or superlatives checking the votes for all the movies in this manual and other movies.

1. You can use reading strategies based on the reviews, practice inferences, or write reviews based on the ones provided in the web. 2. You can practice oral production reporting what the reviews say about the movies and giving your own opinion about them.

P R R

M A N U A L

lot summary.

aitings.

reviews

1. You can use it to make a trivia game using questions of the ten video clips by simply printing the pages of the Trivia section, cutting them and pasting them in cards.

1.

T G

rivia.

oofs.

2.

This a funny section with all the problems the movie has about Continuity, Plot holes, Crew or equipment visible. It is very interesting if you have a complete movie. You can either give the goofs before if the students are basic or intermediate and then play the movie. If they are advanced students you can do it the other way around. First you play the movie and ask them to find the goofs. You just tell them the number and then you can play in class. The game for the goofs can be as follows. You tell the students a number of goofs they have to find in the movie and write them. Play the movie for them and stop it if necessary every 15 or 20 minutes to give them time to write the goofs they found in that section. The next day you ask questions like: This is a Goof of Continuity When they are loading the car in New York... They should say for example: Melvin closes the trunk, but in the corner of the next shot you can see the trunk is still open. You have all this information in the section for the goofs and it comes out like this: Continuity: When they are loading the car in New York City, Melvin closes the trunk but in the corner of the next shot you can see the trunk is still open.

3. 4.

Goofs for As Good as it Gets imdb.com To teach Oral production you can use the Goofs as examples of describing a specific section of a movie. Then they can talk about the most touching, scary, romantic...etc. shots. The next class after watching the movie. To teach Grammar you can analyze and teach the When and While expressions by using the Goofs. You can teach progressive and perfect tenses and combinations of them.

I N T E R N E T

Video clip

Identify the Quotes mentioned in the clip and sequence them. (If you have the film sequence all of them) Look in the internet site and write your own comment about the film. Memorize the Plot Keywords provided. Apply any of the mnemonic devices suggested.

Casper: A Spirited Beginning (1997)


Casper tells the story of how he became such a good-natured ghost.

A. Listening Comprehension (handouts A)


Pre-listening (handout a1) Intensive listening (handout a2) Post-listening Distribute the handout A1 and go over the vocabulary with the students Play the video-clip and get the students answer. Some characters will have more than one feeling. As long as they justify their selection it will be O.K. Distribute handout A2 and focus on the second part of the videoclip. Get the students sequence the dialogue. They can do it in pairs. Finally get the students role-play their sequence or repeat out loud along with the video.

B. Conversation and Fluency (handouts B)


Presentation (handout b1) Practice (handout b2) Performance Distribute handout B1 or use the handout A2 organized. Get the students practice it with different moods. Walk around as they do it and make sure they are using appropriate intonation pattern and gestures for it. Mute the video and get some students be the voice of the actors. Give them some time to practice it before you actually check it.

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C. VIDEO ACTIVITIES: Thinking and Feeling


How do I match tune and gestures?: Identify and describe the intonation pattern used by the speakers and their gestures to show their feelings. What does silence say?: Focus on the gestures, silence and the words that follow them. Identify hidden messages. Whats my mood? Role-play part of a dialogue using different intonation patterns to give another mood.

---------------------------Identify Feelings:

Handout A1 (Pre-listening)

Students Name: _________________________________________ Grade: ________________


Watch the video and identify the feelings you see on the following people. Some may have more than one. Then write sentences to justify your selections like: Chris is anxious to show the poster to his father

People\Feelings Scared Casper Street Seller People in Deeds Town Chris Father

Disconcerted

Anxious

Stressed

Disappointed

Concerned

Absent-minded

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Casper is ____________________________________________________________________________________________ Casper is ____________________________________________________________________________________________ Street Seller is ________________________________________________________________________________________ The People in Deeds Town are __________________________________________________________________________ Chris is _____________________________________________________________________________________________ Chris is _____________________________________________________________________________________________ Chris is _____________________________________________________________________________________________ The Father is _________________________________________________________________________________________ The Father is _________________________________________________________________________________________ The Father is _________________________________________________________________________________________

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Handout A2 (Intensive Listening)

Sequence

Students Name: _________________________________________ Grade: ________________


Watch the video-clip from the moment Chris is in his room and order the following sentences:
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. _________Father: Yeah as soon as I tear down the old Applegate place. _________Father: (man) I know I know _________Chris : But I like that old mansion, its really spooky. _________Chris : Oh not the mansion. _________Chris Dad when did you go to bed? _________Father: What I was working on these sketches. What do you think? _________Chris This is Captain Carson speaking. The uniform of the day is um..The x-files t-shirt. Dads breakfast. T-minus four minutes and counting _________Chris Nice. If you live on Zeta Alpha 5 _________Father: Hey! Just what this town needs- fresh blood!. Out with the old, in with the new. _________Chris : Oh dont forget!. Tonights my open house. Parents are manda.tory. _________Father: Early 2am. _________Chris Dad!!!! _________Father: Chris Im on a diet _________Chris : Fine. More for me. Oh dont forget. Tonights my open house at school. I really want you to see my poster. _________Father: No more supernatural stuff. Ill see you later. _________Chris No! in with the food! Eat. _________Father: Dont start. Its the first place of my plan for the renovation of the town, and the mayor loves it.

---------------------------(Post-listening Activity)

Role-Play:

Practice in pairs the dialogue between Chris and his Father. Try to use the right intonation, gestures and silent spans.

---------------------------Handout B1 (Practice)

Intonation Patterns

Conversation
Practice the following dialogue using the following intonation patterns: angry, disconcerted, absent-minded, disappointed, scared, anxious and stressed.
Chris Father: Chris Father: This is Captain Carson speaking. The uniform of the day is um..The x-files t-shirt. Dads breakfast. T-minus four minutes and counting (man) I know I know Dad when did you go to bed? Early 2am.

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Chris Father: Chris Father: Chris Father: Chris : Father: Chris : Father: Chris : Father: Chris :

Dad!!!! What? I was working on these sketches. What do you think? Nice. If you live on Zeta Alpha 5 Hey! Just what this town needs- fresh blood!. Out with the old, in with the new. No! in with the food! Eat. ChrisIm on a diet Fine. More for me. Oh dont forget. Tonights my open house at school. I really want you to see my poster. Yeah as soon as I tear down the old Applegate place. Oh not the mansion. Dont start. Its the first place of my plan for the renovation of the town, and the mayor loves it. But I like that old mansion, its really spooky. No more supernatural stuff. Ill see you later. Oh dont forget!. Tonights my open house. Parents are manda.tory.

---------------------------Handout B3 (Performance):
Give the students some time to practice the whole sequence, then mute the video-clip and select some of the students to be the voice of the video. Give extra-credit to those who do it better.

Casper: Welcome to Deeds Town This looks like a quiet place I hope someone here can help me Pardon me sir I am new here and. Man: Well welcome to Deedstown sonny Agh! A ghost! ahhhhhhhhhhhhhhh Casper: A Ghost! Where? He must be seeing things ( he says she not he) Hey ! whats going on? Men: A a ghost!! Casper : Hey! Whats goin on? Wait wait come back! Tell me whats happening! Ahhh, ah ahhhhh Whats everybody going crazy for? Woman: Drive!! Ahhhhhhhh ahhhhhhhhh ahhhhh Casper: I dont see any ghosts Me?.. Im no ghost Girl: Aaaaaaaaaaaaaaaaaaaagh! Casper: My feet! I am a ghost! ahhhhhhhhhh Nooooooooooo!

Script
Chris his is Captain Carson speaking. The uniform of the day is um The x-files t-shirt Dads breakfast T-minus four minutes and counting (man) I know I know Dad when did you go to bed? Early 2am. Dad!!!! What? I was working on these sketches. What do you think? Nice. If you live on Zeta Alpha 5 Hey! Just what this town needs- fresh blood! Out with the old, in with the new. No! in with the food! Eat. Chris Im on a diet Fine. More for me Oh dont forget. Tonights my open house at school. I really want you to see my poster. Yeah as soon as I tear down the old Applegate place. Oh not the mansion. Dont start Its the first place of my plan for the renovation of the town, and the mayor loves it. But I like that old mansion, its really spooky. No more supernatural stuff. Ill see you later. Oh dont forget!. Tonights my open house. Parents are manda.tory.

Father: Chris Father: Chris Father: Chris Father: Chris Father: Chris : Father: Chris : Father: Chris : Father: Chris :

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Handout A1 (Pre-listening)
People\Feelings Scared Casper x Street Seller People in Deeds Town Chris Father

Identify Feelings:
Stressed
Disappointed Concerned Absent-minded

ANSWERS MAY VARY Disconcerted

Anxious

X X x x x x x x x

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Casper is disconcerted about everyones reaction. Casper is scared about realizing that he is a ghost. Street Seller is scared about seeing Casper. The People in Deeds Town are scared about looking at Casper flying all over. Chris is anxious to show his poster to his father Chris is disappointed by his fathers little interest in his poster. Chris is concerned about preparing something to eat for his father. The Father is stressed about his work and absent-minded when Chris is telling him about his poster. The Father is anxious to tear down the Applegate place. The Father is concerned about making Chris feel bad if he doesnt eat what he prepared for him.

Handout A2 (Intensive Listening)

Sequence

Students Name: _________________________________________ Grade: ________________


Watch the video-clip from the moment Chris is in his room and order the following sentences:
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. (12) Father: Yeah as soon as I tear down the old Applegate place. (2) Father: (man) I know I know (15) Chris : But I like that old mansion, its really spooky. (13) Chris : Oh not the mansion. (3) Chris Dad when did you go to bed? (6) Father: What ?I was working on these sketches. What do you think? (1) Chris This is Captain Carson speaking. The uniform of the day is um..The x-files t-shirt. Dads breakfast. T-minus four minutes and counting (7) Chris Nice. If you live on Zeta Alpha 5 (8) Father: Hey! Just what this town needs- fresh blood!. Out with the old, in with the new. (17) Chris : Oh dont forget!. Tonights my open house. Parents are manda.tory. (4) Father: Early 2am. (5) Chris Dad!!!! (10) Father: Chris Im on a diet (11) Chris : Fine. More for me.Oh dont forget. Tonights my open house at school. I really want you to see my poster. (16) Father: No more supernatural stuff. Ill see you later. (9) Chris No! in with the food! Eat. (14) Father: Dont start. Its the first place of my plan for the renovation of the town, and the mayor loves it.

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I N T E R N E T

Video clip

Use the Quotes to make some more predictions about what happened after or before those quotes. Memorize the Plot Keywords provided. Explain those words for basic levels before you actually play the video-clip . Get students use those words in sentences or do a memory game with them before playing the clip.

Plot Summary for Kindergarten Cop (1990)

John Kimble is a tough city cop who's been on the trail of drug dealer Cullen Crisp for years. He finally tracks Crisp down but it seems the only person that can testify against him is his ex-wife. The problem is she's disappeared and all Kimble knows is the name of the school in Oregon where her son attends. When things don't quite go to plan, Kimble finds he has to go undercover on his toughest assignment yet - Kindergarten teacher!

A. Listening Comprehension (handouts A)


Pre-listening (handout a1) Intensive listening (handout a2) Post-listening Distribute the handout A1 and play the whole video FREEZE THE FRAME on the minutes (0:32) and ask the students what will happen next. Then forward it to the minute 3:47 and ask this time what they think happened before, then play what happened before. Let the video run normally and freeze it again in the minute 5:23 and ask the students what they think it will happened. Go over the answers on hand out 1 and if necessary play the whole sequence again for them to get the missing answers. Distribute handout A2 and focus on the first part of the video clip. When Rachel and Cullen are discussing about Dominic. Get the students read the hand out first and understand the instructions. The captions are slightly different from what speakers actually say. So they do have to find the differences. Play the video again. If it is a low level maybe you have to stop the sequence after every sentence they need to complete. Finally get the students discuss how accurate were their predictions, and the elements they got to figure out what would happen.

B. Grammar (handouts B)
Presentation (handout b1) Practice (handout b2) Distribute handout B1 and read it with the students. Elicit some more examples of each case of imperative sentences. Distribute handout B2 and get the students practice the commands in pairs or groups of 3. Students can improvise the dialogue where the imperative sentences should go. Finally play the video from the beginning to 1:32 for the first commands if you have more time let the whole video go for them to identify all the scenes and let them practice again. Emphasize that they can change the other sentences, but not the imperatives. The important is to create a situation around the imperative sentence.

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C. VIDEO ACTIVITIES: Prediction


What will happen next?: Play a part and stop it for the students to predict what will happen next.. What happened before this?: Go to a scene and freeze the frame to ask your students what they think happened before then.

---------------------------Handout A1 (Pre-listening) Identify Speakers & Setting:


Students Name: _________________________________________ Grade: ________________
Watch the video and answer the following questions 1. 2. 3. 4. 5. Where do actions take place in this video clip ? __________________________________________________________ How many names you could identify? _________________________________________________________________ Who are the three people in the first scene? ____________________________________________________________ Who are the three people in the last scene? ____________________________________________________________ Whats their relationship? ___________________________________________________________________________

---------------------------Handout A2 (Intensive Listening)


Find the differences with the captions :

Students Name: _________________________________________ Grade: ________________


Watch the video-clip from the moment Chris is in his room and order the following sentences: 1. You read: Please let him go She says Please _________________ let him go 2. You read: My son doesnt know me because of you He says My son doesnt _________ know me because of you 3. You read: Listen She says Listen _____________ Dont just _____________ 4. You read: You stole him from me He says ______________ you stole him from me 5. You read: Please give him back She says Please _________________ give him back

---------------------------(Post-listening Activity) Comment Predictions:


Talk about how accurate were your predictions

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Handout B1 (Presentation) Commands Imperative sentences dont have a written subject. This subject is implicit and it is you in all cases. The verb is written in simple present conjugation for the person you.
Examples: 1. Open the door! 2. Close your notebook! These sentences are used to give orders (close the window!), give instructions like in an aerobics class (do ten sit-ups), give instructions for cooking (stir the broil), give directions(go down two blocks and turn right)

---------------------------Handout B2 (Practice):
Look at the following commands from the different actors. Try to remember the scene and say the command with the right intonation Cullen: Quiet you hear me? Quiet! Rachel: Let him go! Cullen: dont touch him! Cullen: Dominic, Come back! Cullen: Tell me you understand that!, tell me! Cullen: Say it! Say it! Cullen: Hold it right there! Drop it ! hurry! Mr. Kimble: Go get Dominic Mr. Kimble: Go to hell Phoebe: Give me the flowers Phoebes boyfriend: youre coming to the weeding right?

Handout A1 (Pre-listening) Identify Speakers & Setting:


Watch the video and answer the following questions 6. 7. 8. Where do actions take place in this video clip ? in a school and a hospital How many names you could identify? Rachel, Dominic, Cullen, Mr. Kimble, Phoebe Who are the three people in the first scene? Cullen, Rachel and Dominic

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---------------------------Handout A2 (Intensive Listening)


Find the differences with the captions :

9. Who are the three people in the last scene? Mr. Kimble, Phoebe and her boyfriend. 10. Whats their relationship? In the first scene they are husband, wife and son, in the last scene Phoebe and Mr. Kimble are colleagues from work, (partners) and Phoebes fianc

Students Name: _________________________________________ Grade: ________________


Watch the video-clip from the moment Chris is in his room and order the following sentences: 6. You read: Please let him go She says Please Cullen let him go 7. You read: My son doesnt know me because of you He says My son doesnt even know me because of you 8. You read: Listen She says Listen to me Dont just listen 9. You read: You stole him from me He says Im his father you stole him from me 10. You read: Please give him back She says Please dont do this give him back

---------------------------Pedagogic Notes:
For basic level you can provide the plot key-words before any of the video activities. Give them an explanation or an activity with the vocabulary. For intermediate and advanced levels you can give the Memorable quotes and play the whole movie if you want or have it then get the students sequence the scenes in the order they happen in the movie.

Memorable Quotes from Kindergarten Cop (1990)


Joyce: You know, kindergarten is like the ocean. You don't want to turn your back on it. Phoebe: You're not so tough without your car, are you? Mitch, the Dope Dealer: So who are you, man? [Kimble loads his shot-gun] Mitch, the Dope Dealer: Shit! Detective John Kimble: I'm the party pooper. Low Life #1: Who are you? Detective John Kimble: I am the party pooper. [O'Hara rushes to the airplane's restroom] Flight Attendant: Is your wife okay, sir? Detective John Kimble: Compared to what? Detective John Kimble: No more complaining. No more "Mr. Kimble, I have to go the bathroom". Nothing! [shouts] Detective John Kimble: There is no bathroom! Joseph: Boys have a penis, girls have a vagina! Detective John Kimble: Thanks for the tip.

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Joseph: Boys have a penis, girls have a vagina! Phoebe: [to Kimble] Well, you taught them the basics, that's important. Detective John Kimble: We're going to play a wonderful game called..."Who is my daddy and what does he do?" Tina & Rina: Our mom says our dad is a real sex machine. Joseph: My dad's a gynecologist. He looks at vaginas all day long. Detective John Kimble: I'm a cop you idiot! Detective John Kimble: [to two gang members standing by his car] Oh, excuse me. I forgot to introduce myself. Detective John Kimble: My name is John Kimble [cocks shotgun] Detective John Kimble: , and I love my car. Gang Member: Yo, man, I'm just gonna keep a eye on it for you, all right? Gang Member: You got a beautiful ride. [As soon as Kimble is out of hearing range] Gang Member: Shit. Who he think he is? He's lucky I didn't kick his ass. Detective John Kimble: I Have a headache. Lowell: It might be a tumor. Detective John Kimble: It's not a tumor! Detective John Kimble: Shut up! Shut up! Shut up! Shut up! Miss Schlowski: What did it feel like to hit that son of a bitch? Detective John Kimble: It felt great. Detective John Kimble: Just don't throw up on me. Phoebe O'Hara: Nah, it's OK, I'm not gonna throw up on you. But I am gonna kiss you! Detective John Kimble: I really appreciate your honesty. You happen to know someone that is not better than me? Dominic: I don't know that many people. [John Kimble sees boy eating out of lunch boxes] Detective John Kimble: Are these all your lunches? [Boy shakes his head] Detective John Kimble: You mean you eat other people's lunches? [Boy nods] Detective John Kimble: STOP IT! [after the kids start complaining about "police school"] Detective John Kimble: Oh, come on... [shouts] Detective John Kimble: Stop whining! You kids are soft. You lack discipline. [shouts] Detective John Kimble: Well, I've got news for you. You are mine now. You belong to me. Detective John Kimble: They're 6-year-old kids. How much trouble can they be? Phoebe O'Hara: On second thought, take the gun. [Crisp's mother is buying a heap of pediatric medication] Cullen Crisp: The boy's not sick. Eleanor Crisp: Doesn't hurt to take precautions. Cullen Crisp: Mother, you are going to make him sick. You stuffed all this crap down my throat for years, and there

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was nothing wrong with me! Eleanor Crisp: That's why there was nothing wrong with you. Cullen Crisp: Now, how can you argue with that? Danny: Hey, I'm not stupid, Mr. Crisp. Cullen Crisp: [shoots him] You're not? Phoebe: Well, what are you going to do? Handcuff her to the bumper of your car and take her for a ride? Detective John Kimble: Let's just say I'm not going to offer to cook her dinner. Detective John Kimble: Emma, take your toy back to the carpet and sit down. Emma: I'm not a policeman, I'm a princess! Detective John Kimble: Take your toy back to the carpet! Emma: [softly] I'm not policeman, I'm princess. Detective John Kimble: TAKE IT BACK! Emma: [miserable] All right.

Plot Keywords for Kindergarten Cop (1990)


kindergarten police murder undercover child-abuse compassion cynicism human-relationship innocence kindness love teacher-student-relationship redemption fairy-tale martial-arts blockbuster oregon animal bathrobe bed betrayal blood body book boy car cast closet death dinner drink fake-accent fake-beard father ferret firefighting firestarter fire food friendship friend girl grandmother gun heroine hero hospital identical-twins jello kitchen library lying milk mother night pain pencil photograph pillow police-officer principal punch rain reading scream sleep son teacher thick-accent toy unsubtitled-foreignlanguage villainess villain water wet yelling children

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Identify the Quotes mentioned in the clip and sequence them. (If you have the film sequence all of them) Look in the internet site and write your own comment about the film. Memorize the Plot Keywords provided. Apply any of the mnemonic devices suggested.

The Devils Own ( Columbia Pictures 1997 ):

Harrison Ford and Brad Pitt star in this harrowing thriller about an IRA gunman who draws and American family into the crossfire of terrorism. Frankie McGuire(Pitt) is one of the IRAs deadliest assassins. But when he is in sent to the U.S. to buy weapons, Frankie is housed with the family of Tom OMeara (Ford), a New York cop who knows nothing about Frankies real identity. Their surprising friendship, and Toms growing suspicious, forces Frankie to choose between the promise of peace or a lifetime of murder.

A. Vocabulary and Idiomatic Expressions (handouts A)


Presentation (handout a1) Mnemonics (handout a2) Application Introduce the vocabulary. (hand out a1) Get students in groups and distribute the handouts a2 for them to match words with their meanings. You cut the squares with the words and their definition. Separate words from definitions and make the students match them. If you plastify the handouts you can use them over and over. In groups students make sentences to practice the vocabulary you just introduced.

B. Grammar : Tag questions (handouts B)


Presentation (handout b1) Practice (handout b2) Introduce the Tag questions ( hand out b1 ) Distribute the handouts ( b2) and play the movie clip for them to complete the sentences. Play it twice and give them some time to answer. The last handout can be used as homework assignment or short quiz in class to evaluate their comprehension of tag questions.

C. Speaking: Introductions ( handouts C )


Presentation (handout c1) Performance This exercise will help students identify the function (greeting ). They have to pay attention to body language, intonation patterns and relationship between speakers. This will give them an accurate picture of how to use greetings and introductions in real life situations. Then get students role-play

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D. VIDEO ACTIVITIES: Freeze Frame


What do you see?: ( B-7) Identify and describe objects and characters. Where Are They?: (C-13) Pause video at well known landmarks for SS to identify. What do you see?: (C-14) Pause video for SS to describe picture or to introduce new vocabulary items pictured. Whats my gender?: (D-20) Students act a scene from the video but with the male characters as females and the female characters as males. (intermediate/advanced) Where Am I? (D-21) Students act out the scene but in a different place, at a different time of year or even in a different era. Star Struck: (D-22) Show a video clip of a famous person worth interviewing. In groups Students write their own interviews. Students take turns interviewing posing either as the celebrity or as reporters.

E. CONVERSATION:
Use the internet comments about the film to get students give their own opinion about it. Use internet quotes to get students role-play different scenes. Get students act out the scene in the clip they have just seen using their own words. Get students introduce each other in different settings.

---------------------------Handout A1 (Vocabulary Introduction):


State court: a legislative assembly from the state Dont know too many judges socially speaking: not many of my friends are lawyers Raise money: collect money Starting out: begin Daddy: father Bath-shower: toilette and shower Jiggle: to cause to move with short, jerky movements, shake Runs on: continue Dinner: food prepared for a meal For fuck sake!: expletive, often used in place of the cleaner for god sake. British/Irish in origin. judge: elected official to decide law cases, qualified person to give opinions. what is going on: what is happening cop: policeman Its good to have somebody around here who can pee standing up: Its nice to have a man in the house

---------------------------Handout A2 (Vocabulary Mnemonics):


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Its good to have somebody around here who can pee standing up: Its nice to have a man in the house cop: policeman what is going on: what is happening

judge: elected official to decide law cases, qualified person to give opinions. For fuck sake!: expletive, often used in place of the cleaner for god sake. British/Irish in origin. Bath-shower: toilette and shower Daddy: father Runs on: continue

Raise money: collect money Starting out: begin

Dinner: food prepared for a meal

Jiggle: to cause to move with short, jerky movements, shake Dont know too many judges socially speaking: not many of my friends are lawyers State court: a legislative assembly from the state

---------------------------Handout B1 (Grammar Presentation)


Tag questions are used for two reasons:
1. They are used to start conversations, to make statements:
Tag Question: Nice day, isnt it? Answer: Uh-huh. The rain this morning cleaned the air.

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(The tag question here is not really a question. It is pronounced like a statement: Your voice falls at the end. The listener can just nod and say uh-huh to show that he or she agrees.)

2. They can also be used to get real information:


Tag Question: Youre not leaving, are you? Answer: Yes, I am. I need to go to my English class. (The tag question here is really a yes/no question. Your voice rises at the end. The listener needs to answer with a yes or no.) 1. If the verb in the statement is negative, the verb in the tag is affirmative. You dont party on Mondays, do you? (Negative) (Affirmative) 2. Be careful! Only use pronouns in the tag. Carlos parties on Saturdays, doesnt he? NOT: Carlos parties on Saturdays, doesnt Carlos?

---------------------------Handout B2 (Grammar Practice)


Devils Own
Students Name: _________________________________________ Grade: ________________ Look at the clip and complete the following tag questions. ( From the moment Frankie gets in the car at the airport, to the moment the whole family is at the table.
1. So youre a judge ______________________? 2. Ah, thats it __________________? 3. Theyre connected _______________? 4. A long one ______________? Two of them are not grammatically correct. Which ones? 6._______________________________ Write the correct form: 5.__________________________________________________________________________

Handout C2 (speaking presentation):


1. Write the expressions they use to introduce a stranger/ a person from the family/ to introduce themselves: Stranger: __________________________________________________

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Family Member :______________________________________________ Themselves: ________________________________________________

2. Look at the body language they use when they say hello. 3. What is the relationship between speakers. Role-play the introductions

Handout B2 (Grammar Practice)


Students Name: _________________________________________ Grade: ________________

Devils Own and Kindergarten Cop


Look at the clip and complete the following tag questions. ( From the moment Frankie gets in the car at the airport, to the moment the whole family is at the table.
1. So youre a judge ______________________? (are you?) 2. Ah, thats it __________________? (isnt it?) 3. Theyre connected _______________? (arent they?) 4. A long one ______________?(isnt it?) One is not grammatically correct. Which one? Number one Write the correct form: 5. So youre a judge arent you?

Handout C2 (speaking presentation):


1. Write the expressions they use to introduce the visitor/ a person from the family/ to introduce themselves: Visitor: Say hello to Rory Family Member : Come on this is Morgan Themselves: Tom/ Im the mother nice to meet you

2. Look at the body language they use when they say hello. 3. What is the relationship between speakers: Rory is a visitor, Morgan, Annie and Bridget are daughters, Sheila is the mother and Tom is the husband.

I N T E R N E T

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Look in the internet


site and get more trivia facts to be able to play in class and show how many details you remember about the movie.

Plot Summary for The Lord of the Rings: The Return of the King (2003)

The War of the Ring reaches its climax as the dark lord Sauron sets his sights on Minas Tirith, the capital of Gondor. The members of the fellowship in Rohan are warned of the impending attack when Pippin cannot resist looking into Saruman's palantir and is briefly contacted by the dark lord. King Theoden is too proud to send his men to help without being asked, so Gandalf and Pippin ride to Minas Tirith to see that this request is sent. They meet opposition there from Denethor, steward of the city and father of Faramir and the late Boromir. Denethor's family has acted as temporary guardians of Gondor for centuries until a member of the true line of kings returns. This member is none other than Aragorn, who must overcome his own self-doubt before he can take on the role he was destined to fulfill. Meanwhile, Frodo and Sam continue to carry the One Ring towards Mordor, guided by Gollum. What they don't know is that Gollum is leading them into a trap so that he can reclaim the Ring for himself. Though Sam suspects his deceit, Frodo is starting to be corrupted by the Ring's power and the mistrust of Sam this causes is fully exploited by Gollum. The only way good can prevail in this contest is if the Ring is destroyed, an event that is becoming harder every minute for Frodo to achieve. The fate of every living creature in Middle Earth will be decided once and for all as the Quest of the Ringbearer reaches its climax. Summary written by rmlohner

A. Conversation and Fluency (handouts A)


Presentation (handout a1) Practice (handout a2) Performance Distribute the handout A1 and explain the students how they must divide the work in their teams. Make sure they know for sure what each member in the team will do before playing the video clip. Distribute handout A2 and play the video-clip without sound, freeze the frame once in a while to let the students watch carefully as many details as possible of what they are supposed to describe. Give the students enough time to write as much as they can on their handout. They can write notes at the back and polish the o Distribute handout A2 and focus on the second part of the videoclip. Get the students sequence the dialogue. They can do it in pairs. Finally get the students role-play their sequence or repeat out loud along with the video.

B. Lord of the Ring Trivia (handouts B)


Just for fun! Distribute handout B1 or use the handout A2 organized. Get the students practice it with different moods. Walk around as they do it and make sure they are using appropriate intonation pattern and gestures for it. Mute the video and get some students be the voice of the actors. Give them some time to practice it before you actually check it.

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C. VIDEO ACTIVITIES: Picture Only


Where are the speakers?: Look at the scene and describe as much as you can about the setting around the speakers. Who are the speakers?: Now focus on the scenery and describe as much as you can about the speakers: relationship, gestures, body language, clothes, actions.

---------------------------Guided Oral Production:

Handout A1 (Presentation)

Divide the class in teams of 4. In every team 2 students will work on the Setting and two students will work on the characters. Everyone will watch the videoclip without sound and concentrate more on what they see: Tell them to make it in such a way that when someone closes their eyes and listen to their descriptions they will be able to visualize the scene in their minds. Character Description: Talk about the physical appearance, mannerisms, gestures, interaction among each other, emotions shown through their body language. Setting Description: Talk about the place you see in the clip, describe the colors, the images around the characters, try to give vivid descriptions for the senses, what you can see, feel, hear, smell and touch in that place. The feelings produced by the surrounding area.

---------------------------Handout A2 (Practice)

Guided Oral Production

Students Names: _________________________________________ Grade: _______________ Students Names: _________________________________________ Grade: _______________
Setting Description

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---------------------------Students Names: _________________________________________ Grade: _______________ Students Names: _________________________________________ Grade: _______________
Characters Description

---------------------------Handout A3 (Performance)

Guided Oral Production:

Now teams will present the result of their descriptions. As the clip goes by without a sound they will go to the front and take turns to read their descriptions. They will have to switch from character description to setting. They may have to add or omit some of the things they wrote to make it fit with the pace of the clip.

Handout B3 (Performance):
Give the students some time to practice the whole sequence, then mute the video-clip and select some of the students to be the voice of the video. Give extra-credit to those who do it better.

Handouts A do not need an answer key to be graded since descriptions can vary according to the level of your students and the time they have to do the activity. The more time you give them the better product you will get.

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The following are facts about the movie taken from the Imbd database that give information about the trivia. As you can see you can create really complex questions for the trivia or very simple ones. To promote reading comprehension you can provide this information some days before doing the trivia for the students to go over these details and get the necessary input to answer the questions.

Lord of the Ring Trivia:

Trivia for The Lord of the Rings: The Return of the King (2003)
1. The Lord of the Rings: The Fellowship of the Ring (2001), The Lord of the Rings: The Two Towers (2002), and The Lord of the Rings: The Return of the King (2003) were filmed simultaneously. Most of the lines Legolas says in the Extended Edition scene of the Paths of the Dead are direct quotes from the book. SDDS 8 channel decoders list the title of the film that it is decoding on its display. For this film, certain reels were labeled "Till Death for Glory" whereas others were labeled "Bejing Chicken". John Rhys-Davies provides the voice of Treebeard (uncredited for this movie, but credited for The Lord of the Rings: The Two Towers (2002)). A normal major motion picture averages about 200 effects shots. This film had 1488. The final reel of the film to be completed was done so only five days before the world premiere in Wellington, New Zealand. The premiere was the first time that Peter Jackson had seen the completed film. EASTER EGGS: One the Extended Edition DVD, Disc 1, as per the first two movies, go to the scene selection menu, to the last page. Press down until a ring icon appears next to the "new scene" phrase; Up comes a satellite "interview" of Elijah Wood, given by Dominic Monaghan using a German accent. Do the same thing on disc 2 to uncover an MTV skit featuring Ben Stiller and Vince Vaughn pitching LOTR sequels to Peter Jackson. In every installment of the trilogy, one character says the subtitle of the film. In Fellowship during the council scene Elrond refers to the nine as the "Fellowship of the Ring"; in the Two Towers it's Saruman who says "The Two Towers" during a voiceover; and finally in this film, Gandalf tells the steward of Gondor and he can't refuse the Return of the King. Scenes were re-shot with the Witch King because his helmet was too similar to Sauron's in The Lord of the Rings: The Fellowship of the Ring (2001) and Peter Jackson was concerned that audiences would confuse the two.

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10. The first film in the trilogy had 560 computer-generated effects. "The Two Towers" had 800 and "Return of the King" has 1500. 11. Peter Jackson's children appear twice in the film: in Gondor, when the horsemen leave the city, and in Sam's wedding. 12. The Grey Havens scene had to be shot three times, much to the dismay of the actors, who had to be crying for most of the scene. On the first try, it was discovered in viewing the dailies that Sean Astin was wearing the wrong shirt under his cloak. After shooting the scene a second time, the negatives were inadvertently exposed to light during processing, causing a white haze over the entire day's footage. It was finally captured successfully on the third try.

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13. Director Cameo: [Peter Jackson] One of the mercenaries on the boats headed for Minas Tirtith. 14. Cameo: [Christian Rivers] Art Director and Storyboard Artist, appears as one of the Gondorian soldiers watching the beacon in Minas Tirith. 15. Cameo: [Rick Porras] The other soldier watching the beacon at Minas Tirith is the co-producer. 16. Additional scenes were filmed in New Zealand in 2003, in much the same way as new sequences were shot for The Lord of the Rings: The Two Towers (2002) prior to that film's release. 17. Sean Astin's daughter, Alexandra Astin, plays Sam Gamgee's daughter, Elanor. Sarah McLeod's daughter, Maisie McLeod-Riera, plays Sam and Rosie's son Frodo. 18. While filming the trilogy, Viggo Mortensen got so into character that during a conversation, Peter Jackson referred to him as "Aragorn" for over half an hour without Mortensen's realizing it. 19. The battle scenes, which reportedly contain over 200,000 digital participants, are so huge that an extra room had to be built onto Weta Digital's effects facility to house all the computer equipment needed to render the scenes. 20. Viggo Mortensen estimates that, during the course of filming the entire trilogy and including all takes, he killed every stuntman on the production at least fifty times. 21. Andy Serkis and Elijah Wood were given prop rings used in the movie by director Peter Jackson. They each thought they got the only one. 22. The film was originally going to end with a voice-over epilogue by Cate Blanchett's character, Galadriel, detailing the fate of the fellowship of the ring after the events of the movie. 23. The opening scene which tells the origin of Gollum was originally shot for The Lord of the Rings: The Two Towers (2002), to be shown after Gollum remembers his real name (Smeagol) for the first time. 24. Facts and numbers about the trilogy: Over 6 million feet of film shot during production; 48,000 swords, axes, shields, and makeup prosthetics; 20,602 background actors cast; 19,000 costumes made by the wardrobe department; 10,000 crowd participants at New Zealand cricket game who made orc army grunts; 2,400 behind-the-scenes crew members at height of production; 1,600 pairs or prosthetic hobbit feet created; 250 horses used in one scene; 180 computer special-effects artists employed; 114 total speaking roles; 100 real locations in New Zealand used for backdrops; 50 tailors, cobblers, designers and others in wardrobe department; 30 actors trained to speak fictional dialects and languages; 7 total years of development for all three movies. 25. The film was shipped to theatres under the name "Till Death For Glory". 26. Broke the international box office record for an opening weekend, bringing in nearly $250 million. 27. Andy Serkis's first scene was on top of Mount Doom near the Cracks of Doom. His last scene was the scene were Gollum and Frodo are fighting and fall off the ledge. 28. Gollum is missing his left ear lobe. This is due to an air trap in the casting that was made for Peter Jackson's approval of the figure. When looking at the casting, the design team concluded that it should stay that way since it looked like a battle wound that might have occurred during Gollum's past adventures. 29. The last spoken line of the movie - "Well, I'm back." - is also the last line of the book.

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30. The Minas Tirith set was built on the same site as Helm's Deep, after the Helm's Deep scenes had been shot and pieces of Helm's Deep were altered and built on top and around the existing pieces for the Minas Tirith set. 31. Peter Jackson is arachnophobic. 32. The final day of filming on the trilogy actually happened over a month after this movie was theatrically released, and three weeks after the 2004 Academy Awards. Peter Jackson arranged to film one final shot of skulls on the floor in the tunnel of the Paths of the Dead, which was included in the Extended Edition of ROTK. He thought it was funny to be doing filming on a movie that had already won the Best Picture Oscar. 33. The last words exchanged by Elrond and Aragorn are "I give hope to Men," "I keep none for myself," are taken from Appendix A, in which the Elvish translation of those lines (Onen i-Estel Edain, u-chebin estel anim) are the final words of Aragorn's mother, Gilraen. Estel, meaning hope, was also the name given to Aragorn before his true heritage is revealed to him. 34. While filming Saruman's death scene (now on the extended DVD), Peter Jackson tried to tell Christopher Lee how to react and breath after he was stabbed in the back. Lee, a WWII veteran with British special forces, assured the director that he knew what a man sounded like when stabbed in the back. 35. The Oscar-winning end-title song, "Into The West", while being directly about Frodo's departure, was inspired by Cameron Duncan's struggle with death. The first time the song was ever played publicly was at his funeral. 36. Lawrence Makoare plays both the Witch King and the orc Gothmog. At one point the two characters exchange dialogue, and later Eowyn fights both (she injures Gothmog, who is then killed trying to attack her, and she kills the Witch King). 37. Andy Serkis's last day of filming was only a few weeks before the theatrical release. On the carpet of the floor of Peter Jackson's house, they filmed the facial reaction of Smeagol/Gollum when he realizes Frodo intends to destroy the ring. The resulting video was e-mailed to Weta Digital so the animators could replicate the shot with the CGI character. 38. Director Cameo: [Peter Jackson] On the Extended Edition, one of the human sailors on the Corsair ships. He is seen twice: once walking, as the camera dollies down the side of the ship; and he is the sailor "accidentally" shot by Legolas. 39. The "fall of Smeagol" scene had to be digitally touched-up in two ways. First, Thomas Robins (Deagol) accidentally blinked after being strangled. However, Peter Jackson liked that particular shot so much better than others that he decided to have the Weta Digital crew "freeze" the eyes. Second, in the shot where Smeagol falls on the rocks (just before Gollum begins to narrate), Andy Serkis' legs were considered to be too muscular and athletic, and so they were digitally thinned-down. 40. The opening scene, where Deagol finds the ring and is killed by Smeagol, was directed by Andy Serkis himself. 41. The model of Shelob was based on a New Zealand tunnel web spider. 42. In the scene when Denethor burns Faramir on the pyre, the pyre could not truly be on fire because Gandalf's horse would not go near it. To solve this, the crew reflected a real fire onto a pane of glass in front of the camera so that it looks as though the pyre is burning. 43. According to a magazine article, Peter Jackson hated the Army of the Dead; he thought it was too unbelievable. He kept it in the script because he did not wish to disappoint diehard fans of the book trilogy.

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44. Dominic Monaghan was allergic to the elven cloaks the Fellowship wore. Before scenes were shot, Peter Jackson used to joke around and say "Are we ready to go? Does Dom have his cape on?" 45. To create realistic galloping horses for the largely CGI horseback army, they took some footage of a horse in a motion-capture suit. 46. The live-action Rohan army is made up of several hundred New Zealander extras, who responded to an open casting call for anyone who could ride a horse. 47. When Frodo is writing the book, the top of the page notes that Sam was elected Mayor of Hobbiton. 48. The Lord of the Rings trilogy became the most nominated film series in Academy Award history with 30 nominations, surpassing both the Godfather trilogy (28) and the Star Wars franchise (21). 49. The first sci-fi/fantasy movie to win a top category since 1990 (Whoopi Goldberg won Best Supporting Actress for the fantasy film Ghost (1990)). 50. The movie marks the second time in history that the third movie in a trilogy was nominated for Best Picture, by the Academy Awards and Golden Globes, after The Godfather: Part III (1990) and the only time that a third movie has won the Best Picture Oscar. 51. The movie tied with Ben-Hur (1959) and Titanic (1997) to win the most Oscars (11) in a single year. 52. It broke another record by winning all the Oscars for which it was nominated (11 out of 11). The previous record was nine out of nine by The Last Emperor (1987) and nine out of nine by Gigi (1958). 53. The deformed orc leader Gothmog is based on the alien leader from Peter Jackson's earlier movie Bad Taste (1987). 54. Ian McKellen's first day of shooting on the trilogy was Gandalf's first scene, arriving in Hobbiton. His second day of shooting was Gandalf's final scene of the film, at the Gray Havens. 55. In the scene where the Hobbits return to Hobbiton, three of the hobbits had slight problems during the shoot. Elijah Wood had a hard time controlling his pony, Sean Astin was allergic to the ponies, and Dominic Monaghan was in a really bad mood because of technical aspects revolving around the scene. Billy Boyd was "in stitches" during the shoot. 56. The London Daily Mail reported (5 December 2003) that the stars of the Lord Of The Rings trilogy were paid bonuses on top of their salaries, depending on how long cast members spent on the three films. The hobbit actors, Elijah Wood, Sean Astin, Billy Boyd and Dominic Monaghan received bonuses of between 430,000 and 560,000 per film. Bernard Hill and Ian McKellen earned 312,000 per film, with Liv Tyler making a little less. 57. In February 2004, became second film to break the $1 billion mark in worldwide box-office revenue (Titanic (1997) was the first). 58. The scene of the Rohirrim charging the Pelennor had to be filmed 52 times before the crew were satisfied with the take. During this process, about 60 of the 280 horses participating had to drop out for various reasons. 59. To get enough extras for the Battle of the Pelennor fields, a few hundred members of the New Zealand army were brought in. They apparently were so enthusiastic during the battle scenes that they kept breaking the wooden swords and spears they were given.

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60. At 35 letters "The Lord of the Rings: The Return of the King" has the longest title of any Best Picture Oscar winner in history. It surpasses the record previously held by Around the World in Eighty Days (1956) which has 26. 61. Peter Jackson purposely avoided filming Frodo's left hand after the Mordor scenes to avoid conflicts as to the positioning of the wound on the index finger. It is only seen twice: when the Fellowship is re-united (the hand is bandaged) and when Frodo is writing his final pages in the Red Book (before he turns back to add the title). 62. The deformed Orc leader Gothmog is only mentioned once in the original novel of "The Lord of the Rings" identified only as by name and as the Lieutenant of Morgul. His race is not given; it was the filmmakers choice to make him an Orc. The name Gothmog is shared with the leader of the Balrogs in Morgoth's army in "The Silmarillion", Tolkien's history of Middle-Earth centuries before the events in "The Lord of the Rings". 63. Alison Doody had been asked by Peter Jackson to play Eowyn, but had to decline the role due to her pregnancy and to the 18 months commitment. 64. Special care was taken to make sure that the destruction of Sauron's tower of Barad-dur did not resemble the destruction of the World Trade Center. For this reason, it disintegrates from the ground up, and the sound was made from breaking glass, so that it would not sound or look as if it were exploding. 65. A scene was cut from the finished film that showed Eowyn (Miranda Otto) stripping away her regular clothes and then dressing herself in the armor of a Rohan warrior. 66. Madril (John Bach), who appears in both "The Two Towers" and "The Return of the King" films, was actually not in either of the books. He was a character recreated from a character named Mardil (notice the "r" and the "d" switched), who was the Steward of Gondor in the books. 67. The last scene shot during principal photography was a scene where Aragorn was dressed by Gondorian Soldiers in his armor before riding to Mordor. The soldiers were played by people from the wardrobe department but the scene was eventually cut. 68. During one of the shots filming the charge of the Rohirrim, a horse rider fell off the back of his horse. All the horses that came behind him miraculously managed to either miss or avoid him. 69. The scene where Aragorn's army assembles in front of the Black Gate of Mordor was shot in a desert that was used by the army as a training field. Because it was still littered with mines and bombs that hadn't gone off, the army had to sweep the field with metal detectors to make the danger for the actors and extras acceptable at least. 70. Since John Rhys-Davies suffered constant rashes from wearing the Gimli make-up, the make-up department gave him the opportunity to throw his Gimli mask into the fire on his last day of pick-up photography. He didn't hesitate a moment to grab and burn it. 71. Director Cameo: [Peter Jackson] In the extended edition, the pirate that is shot by Legolas's arrow.

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Use the Quotes to do more creative completion write what goes after or before those utterances and practicing those dialogues. Read the reviews about the movie and talk about them or write your own review You can use scan and skim techniques with it.

Plot Summary for The X Files (1998)

Thirty-seven thousand years ago, a deadly secret was buried in a cave in Texas. Now the secret has been unleashed. And its discovery may mean the end of all humanity. When a terrorist bomb destroys a building in Dallas, Texas, FBI Agents Fox Mulder (David Duchovny) and Dana Scully (Gillian Anderson) are drawn into a dangerous conspiracy surpassing anything they've ever encountered. With the dubious assistance of a paranoid doctor (Martin Landau), Mulder and Scully risk their careers and their lives to hunt down a deadly virus which may be extraterrestrial in origin and could destroy all life on earth. Their pursuit of the truth pits them against the mysterious Syndicate, powerful men who will stop at nothing to keep their secrets safe, leading the agents from a cave in Texas, to the halls of the FBI, and finally to a secret installation in Antarctica which holds the greatest secret of all. Summary written by Robert Lynch {docrlynch@yahoo.com}

A. Teaching Grammar (handouts A)


Presentation (handout a1) Practice (handout a2) Evaluation Distribute the handout A1 and explain about giving reports with passive voice. If students dont know passive voice yet you can still do this activity just by giving the patters: It is believed, it is alleged that etc. Distribute handout A2 read the first report with the students and play the video-clip, then read the second report with the students and work on the news for that second report with them on the hand-out. It is recommended to do this with the students in order to guide them to what is expected from them. Once you are done with the report two get them work individually or in pairs on report one. Students take turns to come to the front and perform the news broadcaster with the videoclip on their back (without sound) as they give their news report.

B. Conversation and Fluency (handouts B)


Practice (handout b1) Performance (handout 2) Distribute handout B1 and read the presentation or explanation of what is happening. Then play the video clip starting from the minute 2:03 until the videoclip is over. Give the students some time to complete the short interaction that could take place between Captain Coolers and the FBI guy. Give students time to complete and practice in pairs their dialogues. Mute the video and play it while some of the best couples read their possible interaction Finally distribute handout B3 and make the students work in groups to create a file and make their own FBI meeting reporting the facts to the other agents.

C. VIDEO ACTIVITIES Creative Completion


What does the plot imply?: Read the plot, watch the clip and complete what is missing. What should I say next?: Based on what one of the actors says complete what the other would say.

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---------------------------Handout A1 (Presentation)

Reports with Passives:

Reporting Ideas and Facts with Passives The x- files In the news and in academic discourse, passive voice is widely used for reporting the ideas, beliefs, findings, and knowledge of others. The passive creates an impartial and objective impression by removing the speaker or writer somewhat from the idea. Some verbs commonly used to report the ideas, beliefs, and opinions of others are: think, consider, regard, say, allege, believe, claim and suggest. Examples: 1. 2. 3. The earthquakes are said to have registered a nine on the Richter-scale. Looting is alleged to be taking place in most major cities. It is assumed that the president will be speaking to the nation.

---------------------------Reports with Passives

Handout A2 (Practice)

Students Name: _________________________________________ Grade: ________________


Read the description of this events then watch the video clip. Report 1. Three kids are playing and one falls into a cave, while his friends are talking to him his eyes turn completely black. His friends run away to ask for help. Some guys enter in the cave to help the kid but they disappear, or at least that what it seems. They completely lose contact with the rescue team. Some other people with special equipment enter in the cave and finally take the body out.

Read the description of the following event (you dont have the video clip but is not necessary to see it now to write the news report). Report 2. The FBI is trying to find a bomb in a building when they finally give up and decide to take some soda one of the FBI agents finds the bomb in the vending room. When he tries to leave the room, he finds out that he is locked in there. He calls his friend to get help and tell everyone that the bomb is there. Some minutes later everyone leaves the building, the FBI agent is unlocked, and the head of the team in charge of diffusing the bomb orders everyone to leave him alone doing the job, but he just sits in front of the bomb without even trying to start his job. Finally the bomb explodes and the whole building is destroyed.

Complete the News Reports using the verbs: think, consider, regard, say, allege, believe, claim, and suggest. 1. 2. 3. 4. it is thought se piensa que it is considered-se considera que it is regarded se estima que it is said- se dice que 5. 6. 7. 8. It is alleged- se alega que It is believed- se cree que It is claimed- se presume que It is suggested- se sugiere que

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This is BBS News yesterday one boy fell into a cave _________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

On another news the FBI got a bomb threat this morning ______________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

---------------------------Handout B1 (Presentation & Practice) Creative Completion

Conversation (2.03)

When the rescue team arrives Captain Miles Coolers sends some of his men to the hole. Then he loses communication with them. He is puzzled about the situation. Then FBI personnel arrive and he is even more puzzled. He tries to interact with the FBI agent who never responds to him, since what he is thinking is classified information. Think about what the FBI Agent answers would be and complete this dialogue.
Captain Miles Coolers: I sent 4 men down there for the boy. Report is eyes had turned black now we lost communication with my men. FBI Agent:___________________________________________________________________________________________________________ Captain Miles Coolers: What about my men? FBI Agent: __________________________________________________________________________________________________________ Captain Miles Coolers: What the hell is this? FBI Agent:__________________________________________________________________________________________________________

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Handout B2 (Performance)

Reports with Passives

Make an Oral Report to the FBI: Your teams report will be graded on these items: 1. Everyone on the team must speak. 2. You must introduce your case: Every team has a different case, and you must summarize or explain the mystery to the FBI (our class), so that they understand. 3. You must use it is thought, it is considered, it is regarded, it is said, it is alleged, it is believed, it is claimed, and it is suggested when you speak: Tell the facts. Tell your teams conclusion. Tell your teams 3 speculations. Ask the class your 3 questions, and see what the other agents think. 4. You must be prepared to answer any questions the other agents ask you. Be ready to defend your conclusion!

THE TEAM OF FBI AGENTS THAT HAS THE MOST BELIEVABLE CONCLUSION TO THEIR X-FILE WILL WIN A PRIZE: WE WILL VOTE TO DECIDE THE WINNING TEAM! GOOD LUCK, AND REMEMBER: THE TRUTH IS OUT THERE.

Handout A2 (Practice)

Reports with Passives


ANSWER MAY VARY

This is BBS News yesterday one boy fell into a cave Example: he is believed to be infected by a strange virus. It is claimed that the kid has completely black eyes. It is considered that The population in the area were suggested not to approach the cave since it is regarded a dangerous zone. It is believed that Scientifics will find a reasonable explanation for this.

Handout B1 (Presentation & Practice) Creative Completion


ANSWER MAY VARY
Captain Miles Coolers: I sent 4 men down there for the boy. Report is eyes had turned black now we lost communication with my men. FBI Agent: We will first check on the boy to confirm our theory about what is going on here Captain Miles Coolers: What about my men? FBI Agent: For God sake! We are right this is just what we were afraid of. Captain Miles Coolers: What the hell is this? FBI Agent: This is an FBI mobile lab, guess we will need to check on your men closely, and nobody should know about any of this.

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X Files, The (1998)


reviewed by Harvey S. Karten
THE X-FILES: FIGHT THE FUTURE By Harvey Karten, Ph.D. 20 Century Fox/ Ten Thirteen Production Director: Rob Bowman Writer: Chris Carter Cast: David Duchovny, Gillian Anderson, Martin Landau, John Neville, Mitch Pileggi, William B. Davis, Blythe Danner, Armin Mueller-Stahl

I had never seen an episode of the super successful "The advantage--sort of like the guy who goes to "The Truman Show" before seeing a trailer or commercial and is as much in the dark as the title character. I did, however, zip through one of the sci-fi novels based on the series, written by Kevin J. Anderson, "The X-Files: Ground Zero," enough to know that an X-file is an FBI document which details a strange incident, one which the FBI does not really want solved. "Ground Zero" is about a nuclear weapons researcher who is burned to a cinder when he opens a special delivery package with a Honolulu postmark and finds a box of mysterious black powder inside. How dumb can a brilliant scientist be to open a box which does not have clearance and gets through a highsecurity zone? The scientists in the movie "The X-Files: Fight the Future," are not so dumb at all: in fact they are using the information they have for a global conspiracy to gain emergency powers not enjoyed by any U.S. president since the lesser-known Truman. In doing so, however, they become part of a plot that is ever more complicated than the supernatural--but quite accessible-"Ground Zero." Though "The X-Files" has already enjoyed a five-year run on TV where it rose to the number one spot in Canada, there is a place for a yet another version: on the big screen. Given the high-tech accoutrements and the exotic, James-Bond-like locations, the story can exploit its advantages , particularly since "The X-Files: Fight the Future" hops the globe from Washington to Bethesda, from England to Antarctica, from Tunisia to Dallas. The focus of this and all other X-files narratives is on two FBI agents, Fox Mulder (David Duchovny) and his partner, Dana Scully (Gillian Anderson). The two agents have (pardon the oxymoron) a platonic chemistry, willing to do anything to continue working together but never developing an intimate relationship. At one point, though, Chris Carter--who created the eminent TV series on September 10, 1993 and who has written the screenplay--puts a romantic spark into the team who are about to kiss (to the disbelieving gasps of the audience) when a busy-bee schedule prompts them to drop this bit of whimsy. Regulars to the series know that the two are distinct opposites in one way: Mulder, having once witnessed the abduction of his sisters by extraterrestrials, believes in supernatural answers to unexplained incidents; Scully, who gave up a medical practice for the more exciting career of special agent, is a strict rationalist who subjects every such occurrence to the demands of science. The film opens in northern Texas in 35,000 B.C. as a couple of fire-bearing aborigines who don't look at all like Native Americans explore a cave only to find that they have activated a deadly, long-buried force. Since the state did not have capital punishment to threaten criminals at the time,

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a couple of murders result. Cut to the present- day area in the American southwest and we find a 12-year-old in similar trouble for letting his curiosity run wild in a crevice near his home. When the dead lad mysteriously disappears only to be found later, a victim this time of a terrorist bomb in a Dallas federal building, agents Mulder and Scully pursue the case until they begin messing around with what some agencies of the U.S. government do not want the public to know. Mulder and Scully are caught on the one hand by a bureau's need to use them as scapegoats and on the other by a mysterious cabal of cryptic characters. These individuals include an OB-GYN physician who knows too much (Martin Landau); a classy British dude known throughout the series as The Well-Manicured Man (John Neville); a high-level government investigator, Cassidy (Blythe Danner); and Strughold, (Armin Mueller-Stahl) whose European accent signals us that he must be one of the bad guys. Turning up regularly at the headquarters of the conspirators gives the agents the opportunity to save each other's lives from time to time, though we wonder how agent Mulder was able to arrange transportation from Washington to the Antarctic given that the FBI wants to stop him. "The X-Files: Fight the Future" has a good deal of humor provided by the conspiracy-fighting partners but does not try to be campy despite the many opportunities for director Rob Bowman to steer the narrative in that direction. The big screen is well-utilized by the special effects people of Amalgamated Dynamics, a company in the business of scaring us by showing the horrific disfigurement that a lowly virus can cause, the effects of fire on cave walls, and a couple of stylized scenes involving the violent murder of good citizens by creatures imprisoned in giant cakes of ice. According to some high-school kids who are groupies of the five-year-old series, Chris Carter has done everything to keep his plot under wraps until the picture opens, like a Woody Allen or a final-show Seinfeld who uses such secrecy to drum up a larger potential audience. Carter throws a lot of details at us during the two-hour sci-fi fantasy, but his need to set us up for sequels is so strong that nothing is finally resolved. In fact, the audience might be hard-put to figure out what's going on, since editor Stephen Mark's rapid cutting away of Ward Russell's impressive images ends each scene just at the point of explanation. Chris Carter has succeeded so well in keeping the plot under wraps that even after you watch the imposing imagery, you leave the theater wondering who's conspiring against whom for what purpose.
Rated PG-13. Running Time: 120 minutes. Harvey Karten (C) 1997

X Files, The (1998)


reviewed by Alex Fung
THE X-FILES (Fox - 1998) Starring David Duchovny, Gillian Anderson, Martin Landau, Armin Mueller-Stahl, Blythe Danner, William B. Davis, John Neville Screenplay by Chris Carter Produced by Chris Carter, Daniel Sackheim Directed by Rob Bowman Running time: 120 minutes
**1/2 (out of four stars) Alternate Rating: B-

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Note: Some may consider portions of the following text to be spoilers. Be forewarned. ------------------------------------------------------------I feel obliged to begin by clarifying that I'm not exactly an ardent follower of THE X-FILES, the acclaimed Fox sci-fi television series which began its run five years ago as a bottom-dweller in the Neilsen ratings only to steadily gain momentum and evolve from a beloved cult fave into a outright mainstream phenomenon and bonafide international hit. I've watched about a dozen episodes of the TV show in full -- easily less than the typical rabid fan, but sufficient to be familiar with the histories and adventures of FBI agents Scully and Mulder. (Additionally, one of my current occupational hazards finds me privy to amusingly avid, earnest discussion and reverential dissection of the storylines for such TV series as THE X-FILES, STAR TREK: VOYAGER, and BABYLON 5 -- in short, I couldn't get away from the show if I tried.) In all fairness, Chris Carter's creation is probably one of the most imaginative of today's television shows, and has demonstrably struck a chord with the highly-coveted 15 - 24 demographic, making it an optimal candidate for translation to the big screen. However, as a film THE X-FILES (the FIGHT THE FUTURE subtitle featured so prominently in its marketing campaign incidentally appears nowhere during the title credits) faces some unique challenges. As with all television series-turned-cinematic events, it's required to present sufficient backstory in order for newcomers to get up to speed while still remaining palatable to the faithful. The situation here, however, is even more of a precarious balancing act -- as a rare TV series to make the leap to the silver screen in the midst of its ongoing run, it's faced with the obstacle of unraveling its intricately-woven storyline to a point where a satisfying film conclusion can be achieved, yet is obligated to leave enough plot points unanswered in order to keep fans hooked for the upcoming television season. As such, the film fares about as well as can be expected. Familiar regulars of the series such as The Lone Gunmen (Dean Haglund, Bruce Harwood and Tom Braidwood), The Cigarette-Smoking Man (William B. Davis), The Well-Manicured Man (John Neville), and assistant FBI director Walter Skinner (Mitch Pileggi) are trotted out for their obligatory appearances, while the film infuses prodigious veteran talents like Martin Landau, Armin Mueller-Stahl and Blythe Danner in newly-conceived roles. Ultimately, however, the addition of new blood matters little, for THE X-FILES is most assuredly a vehicle for the continuing mythos of agents Dana Scully (Gillian Anderson) and Fox Mulder (David Duchovny) as they strive to uncover the truth behind the sinister government conspiracy to discredit evidence pertaining to the existence of extraterrestrial life here on Earth. Resuming where the '97-'98 TV season cliffhanger left off, the film finds our intrepid duo struggling against a powerful faction of master manipulators to overcome roadblocks thrown up from every direction as their own gravely somber interpersonal chemistry continues to evolve. (One rather disingenuous subplot falls victim to the awkward circumstances constraining the film -- while it's always a stretch to envision one of the protagonists surrendering the good fight, it's virtually impossible to swallow here given that the character threatening to quit is the same one we'll see on the tube in September when the series resumes.)

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It's perhaps inappropriate to dismiss the film as simply a larger-scaled version of one of the TV episodes given the presence of strikingly atypical elements which are clearly aimed to broaden its mainstream appeal. Unlike its dour tube counterpart, THE X-FILES is notably more jokey, with Scully and Mulder trading the occasional tongue-in-cheek quip and droll one-liner. (The rooftop scene which introduces our heroes is particularly self-conscious, calculatingly playing riffs almost as if directly out of a buddy movie.) The sense of humour isn't particularly clever and not exactly welcome, although I did appreciate the light-hearted jab at Mr. Duchovny's legendary expressive qualities. Where the film differs the most from the TV series is in its usage of extravagant set pieces, including the bombing of a Dallas federal office tower (in shades of the infamous 1995 Oklahoma City event), a cat-and-mouse helicopter chase through cornfields (an obvious homage to NORTH BY NORTHWEST), and even an action finale in the snowy reaches of Antarctica. These showy sequences, competently staged in the film, are virtually impossible to pull off under the budgetary and time constraints of a TV series but fit quite nicely within the scope of a summer event film. Whether or not they properly coalesce with a piece like THE X-FILES, however, is a matter of debate. The show has always been at its best as an enigmatic, paranoiac meditative with a pervasive atmosphere of mistrust, and consequently it seems a bit off-kilter to witness the film as opened-up to such a degree. The small-scaled, low-key approach employed in the TV series is most effective in conveying its grim, creepy tone; it's no coincidence that the scenes in the film which remain most truthful to the spirit of the series -- the shady exchanges between Mulder and Dr. Kurtzweil in the darkened alleys -- are the most effective. With THE X-FILES, bigger is not necessarily better. It's also a bit disconcerting to witness how gleefully THE X-FILES embraces the slam-bam mentality of the typical Hollywood action flick. The novelty of the television series is that it's a show propelled by ideas and imagination, and yet in the film we're reduced to watching Mulder heroically charging through the snow like a scrawnier, dapper Arnold Schwarzenegger clone to come to the rescue of imprisoned damsel-in-distress Scully, a perturbing step backward from the equal status the partners unquestionably share as TV characters. If joining the Hollywood brethren on the big screen implies that THE X-FILES is going to hereinafter *emulate* them at the cost of its foreboding signature style, perhaps it's best to stay on its home turf. Bridging the fifth and sixth seasons of the TV series, the film version of THE X-FILES ultimately resolves very little of its outstanding mysteries, as it logically must. As the film concludes, in many ways we've traveled shockingly little from where we were as the opening credits rolled, and yet it's not a dissatisfactory watch, liberally sprinkling adventure, conflict, and verve into its mix of aliens, conspiracies, and overcoats. Given the involved nature of its storyline, it likely plays plays best to those who have invested much into its characters.
- Alex Fung email: aw220@freenet.carleton.ca web : http://www.ncf.carleton.ca/~aw220/ -Alex Fung (aw220@freenet.carleton.ca) | http://www.ncf.carleton.ca/~aw220/ "Only a twerp would castigate an audience for its enjoyment of something." - Pauline Kael

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Memorable Quotes from The X Files (1998)


[after shooting the driver in the head] Well-Manicured Man: Get out of the car. Mulder: [expecting to be next] Why? The upholstery is already ruined. Well-Manicured Man: Your aliens, Agent Mulder, your little green men arrived here millions of years ago. Well-Manicured Man: Trust no one, Mr. Mulder. Mulder: Whatever happened to playing a hunch, Scully? The element of surprise, random acts of unpredictability? If we fail to anticipate the unforeseen or expect the unexpected in a universe of infinite possibilities, we may find ourselves at the mercy of anyone or anything that cannot be programmed, categorized or easily referenced. [Pops a sunflower seed into his mouth] Mulder: What are we doing up here, Scully? It's hotter than hell. Mulder: Maybe we should call in a bomb threat to Houston. I think it's free beer night at the Astrodome. Mulder: After all you've seen you can just walk away? Scully: I have. I did. It's done. Mulder: Five years together Scully, how many times I been wrong? Never. Not driving, anyway. Mulder: How many times have we been here before? So close to the truth. [On the phone] Bronschweig: It's Bronschweig. Sir, the impossible scenario we never planned for? Well, we better come up with a plan. [to a bartender, while drinking] Mulder: I'm the key figure in an ongoing government charade, the plot to conceal the truth about the existence of extraterrestrials. It's a global conspiracy, actually, with key players in the highest levels of power, that reaches down into the lives of every man, woman, and child on this planet, so, of course, no one believes me. I'm an annoyance to my superiors, a joke to my peers. They call me Spooky. Spooky Mulder, whose sister was abducted by aliens when he was just a kid and who now chases after little green men with a badge and a gun, shouting to the heavens or to anyone who will listen that the fix is in, that the sky is falling and when it hits it's gonna be the shit-storm of all time. Mulder: Is this Dr. Kurzweil's residence? Detective: You got some business with him? Mulder: I'm looking for him. Detective: Looking for him for what? [Mulder shows his ID] Detective: Hey, the Feds are looking for him, too. Real nice business he's got, huh? Mulder: What's that? Detective: Selling naked pictures of little kids over his computer. You looking for him for some other reason? Mulder: Yeah, I had an appointment for a pelvic examination. Mulder: You told me you had answers! Dr. Kurtzweil: Yes, but I don't have them all. Scully: Are you drunk, Mulder? Mulder: I was until about 20 minutes ago. Scully: Was that before or after you decided to come here? Mulder: I owe you everything, and Scully, you owe me nothing.

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Scully: Any thoughts as to why anybody would be growing corn in the middle of the desert? Mulder: Those could be giant Jiffy-Pop poppers. Mulder: You know, one is the loneliest number. Mulder: But you saved me. As difficult and frustrating as it's been sometimes, your God-damned strict rationalism and science have saved me a thousand times over. You kept me honest. You made me a whole person. I owe you everything, and you owe me nothing. I don't know if I want to do this alone. I don't even know if I can. [Scully is slow to realize a countdown timer signifies a bomb] Mulder: Thirteen fifty-four. Thirteen fifty-two. Thirteen fifty. You see a pattern emerging here Scully? Scully: I need this building evacuated and cleared out in ten minutes. I need you to get on the phone and tell the fire department to block off the city center in a one mile radius around the building. DON'T THINK! JUST PICK UP THE PHONE AND MAKE IT HAPPEN! Well-Manicured Man: Survival is the ultimate ideology. Scully: Here I am in the middle of nowhere, Texas, chasing phantom tanker trucks. Scully: Mulder I can't tell you what killed this man. I'm not sure if anybody else can, either. Mulder: If I quit now, they win. Skinner: Agent Mulder, you and I both know that if it looks bad, it's bad for the FBI. Blame has to be assigned somewhere. Scully: I saw your face Mulder. There was a definite moment of panic. Mulder: You've never seen me panic. When I panic, I make this face. [remains impassive] Cigarette Smoking Man: Everybody down below. We may have a security breach. If you're not armed, arm yourselves. Dr. Kurtzweil: And why do you think you're here talking to me today? These people don't make mistakes! Bronschweig: So much for little green men. Strughold: He is but one man. One man alone cannot fight the future. [Scully rings Mulder while he stares at the bomb] Mulder: Remember that face I showed you, Scully? I'm makin' it again! Scully: Had ya big time... Mulder:Whaddawant?Coke,Pepsi,salineIV?

I N T E R N E T

Video clip

Identify the Quotes mentioned in the clip and translate them to their intended meaning. You will learn that in some cases without the whole context the quotes do not have the same intended meaning. Use the vocabulary words in the prelistening exercise in sentences for better understanding on how to use them in real life situations.

Plot Summary for Die Another Day (2002)

It's up to James Bond to discover the connection between a North Korean terrorist and an adventurous diamond broker whose looks may be deceiving.

A. Listening Comprehension (handouts A)


Pre-listening (handout a1) Intensive listening (handout a2) Distribute the handout A1 and give students some time to match the words. Explain the difference between Friday 13th and Martes 13th. ( In Mexico the bad day is not Friday but Tuesday.) Make students use an English English dictionary if necessary to do this exercise. Distribute the handout A2 and play the video-clip (ONLY SOUND) and get the students complete the dialogue. Play the video-clip again now with the image as well and let students check their completion.

B. Conversation and Fluency (handouts B)


Presentation (handout b1) Practice (handout b2) Performance Distribute handout B1 and explain the intended meaning. Give examples of sentences that have an intended meaning like: are you busy over the weekend?. This question may mean do you have time to go out with me? Or do you have time to do me a favor?. So that they know what the exercise might be about. Go over the first lines with them and check their possible translations. Let them know that there are many possibilities. Once they are done with the exercise show them the possible answers you have on the answer key and let them read their own responses. Get them think about possible dialogues they can start with strangers. It does not necessarily have to imply the flirting that goes on in this exercise.

C. VIDEO ACTIVITIES What they dont say


What can you read between the lines?. Behind the words said there is always an intention. Hear the words and translate their intended meaning behind. Is my message going through?. After giving a message with an intended meaning we always get replies that are not all the time what we expect. Identify the responses to the messages provided.

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---------------------------Useful Vocabulary:

Handout A1 (Pre-listening)
Match the words with their meaning:

Students Name: _________________________________________ Grade: ________________ Frisky Friday 13th Bad luck day Brag loudly Feast

Theres no tomorrow

Mouthful

Prey

Energetic and playful Ornithologist

From earlier to later time A victim Time is up A hunter

Down

Predators

Speacialist on birds studies

Entertain or feed sumptuously

---------------------------Completion

Handout A2 (Intensive Listening)

Students Name: _________________________________________ Grade: ________________


Watch the video-clip and complete the following dialogue

James Bond: Magnificent view Jinx: ___________. Isnt ittoo bad is lost on _____________ else James Bond: Mojito? You should try it. Jinx: Giacinta Johnson. My friends call me Jinx. James Bond: My friends call me James Bond Jinx you say. Jinx: Born on _______________ James Bond: Do you believe in __________________? Jinx: Lets just say my _________________ dont seem to last. James Bond: Mmm! I know _________________. The predators usually appear at sunset.
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Jinx: and why is that? James Bond: Its when their prey comes __________________. Jinx: (stops drinking) and makes a fuss. James Bond: _______________ for you? Jinx: (odd grimace crosses her mouth) I could learn to _______________ if I had the time. James Bond: _______________ time have you got? Jinx: Until down what about you? James Bond: _____________ here for the birds Ornithologist Jinx: ah!. Ornithologist huh? Wow, now theres a mouthful. So youre gonna be busy tonight with the owls then huh!? James Bond: No owls on Los Organos, nothing to see till ________________. Not out there anyway. Jinx: So what do predators do when the _____________________? James Bond: They feast like theres ___________________. Jinx: Are you always this frisky? James Bond: Ive been missing the touch of ___________________. Jinx: Who says __________________?

---------------------------Handout B1 (Presentation and Practice) Read between the lines


Students Name: _________________________________________ Grade: ________________ Students Name: _________________________________________ Grade: ________________

Conversation

Words have intended meanings. The conversation on this video-clip has lots of intended meanings behind the words said. Translate it into the intended meaning. The final conversation might be a little grotesque, and it would definitely show what you would never say plainly to avoid sounding bizarre. However the message is in there.

James Bond: Magnificent view ______________________________________________________________________________________________ Jinx: It is. Isnt ittoo bad is lost on everybody else ______________________________________________________________________________________________ James Bond: Mojito? You should try it. ______________________________________________________________________________________________ Jinx: Giacinta Johnson. My friends call me Jinx. ______________________________________________________________________________________________ James Bond: My friends call me James Bond Jinx you say. ______________________________________________________________________________________________ Jinx: Born on Friday 13th ______________________________________________________________________________________________ James Bond: Do you believe in bad luck? ______________________________________________________________________________________________ Jinx: Lets just say my relationships dont seem to last. ______________________________________________________________________________________________ James Bond: Mmm! I know the feeling. The predators usually appear at sunset. ______________________________________________________________________________________________ Jinx: and why is that? ______________________________________________________________________________________________

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James Bond: Its when their prey comes out to drink ______________________________________________________________________________________________ Jinx: (stops drinking) and makes a fuss. ______________________________________________________________________________________________ James Bond: too strong for you? ______________________________________________________________________________________________ Jinx: (odd grimace crosses her mouth) I could learn to like it if I had the time. ______________________________________________________________________________________________ James Bond: How much time have you got? ______________________________________________________________________________________________ Jinx: Until down what about you? ______________________________________________________________________________________________ James Bond: Im just here for the birds Ornithologist ______________________________________________________________________________________________ Jinx: ah!. Ornithologist huh? Wow, now theres a mouthful. So youre gonna be busy tonight with the owls then huh!? ______________________________________________________________________________________________ James Bond: No owls on Los Organos, nothing to see till the morning. Not out there anyway. ______________________________________________________________________________________________ Jinx: So what do predators do when the sun goes down? ______________________________________________________________________________________________ James Bond: They feast like theres no tomorrow. ______________________________________________________________________________________________ Jinx: Are you always this frisky? ______________________________________________________________________________________________ James Bond: Ive been missing the touch of a good woman. ______________________________________________________________________________________________ Jinx: Who says Im good? ______________________________________________________________________________________________

---------------------------Handout B3 (Performance):
Give the students some time to practice the whole sequence, then mute the video-clip and select some of the students to be the voice of the video. Give extra-credit to those who do it better.

Handout A1 (Pre-listening)
Match the words with their meaning:
1. Frisky : energetic and playful

Useful Vocabulary:

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2. Friday 13th : Bad luck day 3. Mouthful: Brag loudly 4. Theres no tomorrow: Time is up

5. 6. 7. 8. 9.

Down: From earlier to later time Prey: a victim Feast: Entertain or feed sumptuously Predators: A hunter Ornithologist: Specialist on birds studies

---------------------------James Bond: Magnificent view Jinx: It is. Isnt ittoo bad is lost on everybody else James Bond: Mojito? You should try it. Jinx: Giacinta Johnson. My friends call me Jinx. James Bond: My friends call me James Bond Jinx you say. Jinx: Born on Friday 13th James Bond: Do you believe in bad luck? Jinx: Lets just say my relationships dont seem to Last. James Bond: Mmm! I know the feeling. The predators usually appear at sunset. Jinx: and why is that? James Bond: Its when their prey comes out to drink Jinx: (stops drinking) and makes a fuss. James Bond: too strong for you? Jinx: (odd grimace crosses her mouth) I could learn to like it if I had the time. James Bond: How much time have you got? Jinx: Until down what about you? James Bond: Im just here for the birds Ornithologist Jinx: ah!. Ornithologist huh? Wow, now theres a mouthful. So youre gonna Be busy tonight with the owls then huh!? James Bond: No owls on Los Organos, nothing to see till the morning. Not out there anyway. Jinx: So what do predators do when the sun goes down? James Bond: They feast like theres no tomorrow. Jinx: Are you always this frisky? James Bond: Ive been missing the touch of a good woman. Jinx: Who says Im good?

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---------------------------Handout B1 (Presentation and Practice) Read between the lines

Conversation
James Bond: Magnificent view You look great! Jinx: It is. Isnt ittoo bad is lost on everybody else I know, but not everybody thinks that way. James Bond: Mojito? You should try it. Would you like a drink? Mojito is good!

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Jinx: Giacinta Johnson. My friends call me Jinx. Lets first introduce dont you think stranger? James Bond: My friends call me James Bond Jinx you say. I am James Bond, so now I am your friend and can call you Jinx? Jinx: Born on Friday 13th I am a bad luck girl FYI (for your information) James Bond: Do you believe in bad luck? How come? Jinx: Lets just say my relationships dont seem to last. Im not lucky with guys James Bond: Mmm! I know the feeling. The predators usually appear at sunset. OhIm in the same case. Hunters come when the sun dies. Jinx: and why is that? Why do you say that? James Bond: Its when their prey comes out to drink To warn you I may be hunting now! Jinx: (stops drinking) and makes a fuss. So you think Im your victim James Bond: too strong for you? Was I too direct to say that? Jinx: (odd grimace crosses her mouth) I could learn to like it if I had the time. Well I guess I like the game I may want to play it if I have the time. James Bond: How much time have you got? How much time do you need? Jinx: Until down what about you? Until the end of the day, what are you thinking about? James Bond: Im just here for the birds Ornithologist I dont think anything I am just here for the birds. I am Ornithologist. Jinx: ah!. Ornithologist huh? Wow, now theres a mouthful. So youre gonna be busy tonight with the owls then huh!? Now youre playing hard!. You have a big mouth and seem delightful, but you will be busy with your birds at night and have no time do you? James Bond: No owls on Los Organos, nothing to see till the morning. Not out there anyway. Well no, I have no business to take care until tomorrow morning no business in the outdoors now. Jinx: So what do predators do when the sun goes down? Ok hunter, then tell me what would you do tonight with the chosen victim? James Bond: They feast like theres no tomorrow. I would entertain sumptuously as if it was the last time I do it. Jinx: Are you always this frisky? Are you always so playful and energetic with strangers? James Bond: Ive been missing the touch of a good woman. Not like this with just anyone, it would have to be someone special like you? Jinx: Who says Im good? Dont be naive, you know nothing about me.

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Memorable Quotes from Die Another Day (2002)


James Bond: You know, you're cleverer than you look. Q: Still, better than looking cleverer than you are. Graves: I have to live my dreams. Miranda Frost: He'll light the fuse on any explosive situation, and be a danger to himself and others. James Bond: The same person who set me up then has just set me up again, so I'm going after him. Miranda Frost: This is crazy. You're a double O. James Bond: It's only a number... Graves: Are you a gambling man Mr. Bond? James Bond: If the stakes are right. Graves: You have no idea how much Icarus is about to change your world. Graves: Time to draw the line. Reporter: We've been hearing rumors about the Icarus space program. What's the big secret? Graves: It's not a secret, it's a surprise. James Bond: Do you believe in bad luck? Jinx: Let's just say my relationships don't seem to last. James Bond: I know the feeling. Graves: You only get one shot at life. Why waste it on sleep? Zao: It appears we are equal... in the eyes of spies. James Bond: Equal... but not even. Miranda Frost: I know all about you - sex for dinner, death for breakfast. James Bond: Saved by the bell. [Graves and Bond are fighting in a depressurizing plane] Graves: Ya see Mr. Bond, you can't kill my dreams. But my dreams can kill you. Time to face destiny. [James pulls Graves' parachute cord] James Bond: Time to face gravity. Mr. Kil: I'm Mr. Kil. James Bond: Now there's a name to die for. Falco: I hope nobody here's superstitious. We're about to break the world's biggest mirror. James Bond: You burned me, and now you want my help? M: Did you expect an apology? Graves: Care to place a bet, Verity? Verity: No, thanks. I don't like cockfights. James Bond: I'm looking for a North Korean. Raul: Tourist?

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James Bond: Terrorist. Raul: One man's terrorist is another man's freedom fighter. James Bond: I'm checking out. Thanks for the Kiss of Life. Miranda Frost: I can read your every move. Jinx: Read *this*, bitch. Miranda Frost: Ha! I can read your every move! Jinx: Read this... [stabs Miranda in the chest with a knife] Jinx: [shouts] Bitch! Miranda Frost: [after a grueling sword fight gets out of hand] [shouts] Miranda Frost: That is enough! James Bond: [a device closes; cocks gun] So you lived to die another day... Colonel. Graves: At last... I was beginning to think you would never guess. James Bond: Was it painful? The gene therapy. Graves: You couldn't possibly imagine. James Bond: Oh, good. I'm glad to hear that. Graves: But there have been compensations, like you floating around in peril. Granting you life day by day just to see you get wise. It's been fun. James Bond: Well, the fun is about to come to a dead end. Graves: [Miranda point her gun at Graves] So... Ms. Frost is not all she seems. James Bond: Looks can be deceptive. Graves: Yes. But the way, did you find out who betrayed you in North Korea? James Bond: Only a matter of time. Graves: You never even thought of looking inside your own organization? [Miranda turns against MI6 by pointing the gun at James] Graves: She was right under your nose. Miranda Frost: [James shoots, but his gun is empty] It was so good of you to bring your gun in bed with us. James Bond: Yes. Occupational hazard. [throws the empty pistol on the floor] Graves: You see, I have a gift. An instinct for sensing people's weaknesses. Yours is women. Hers and mine are winning, whatever the cost. So when I arranged for that fatal overdose for the true victory at Sydney, I won myself my very own MI6 agent, using everthing at my disposal - her brains, her talent, even her sex. James Bond: The coldest weapon of all. Miranda Frost: [door opens; Jinx kicks Zao in the face] Ooh! Yeah, nice moves just like Bond. He was pretty vigorous last night as well. Jinx: He did you? I didn't know he was that desparate. Miranda Frost: Well, he's not coming back for you. He just died running, trying to save his own skin. Yeah. [attempts to touch the leather of Jinx's jacket but Jinx pushes her away] Miranda Frost: Oh, that's pretty good tailoring. I hope is dosen't shrink when it gets wet. Q: I wish I could make you vanish. Graves: Look. Parachutes for both of us. [throws one out the window] Graves: Whoops. Not anymore. James Bond: You must be joking. Q: As I learned from my predecessor, Bond, I never joke about my work.

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Falco: We're here in case things escalate, not to make sure they do. James Bond: I know the rules, and number one is "no deals'. Falco: You get your house in order, or we're gonna do it for you. Graves: Armed and very dangerous. Verity: I see you handle your weapon well. James Bond: I have been known to keep my tip up. James Bond: Can I expect the pleasure of you in Iceland? Miranda Frost: I'm afraid you'll never have that pleasure, Mr. Bond. Colonel Moon: You will not live to see the day all Korea is ruled by the North. James Bond: Then you and I have something in common. James Bond: Vodka martini, plenty of ice... if you can spare it. Reporter: Are you going to try out for the British fencing team? We hear you have been training furiously. Graves: I never get furious. As we say in fencing, "What's the point?' Falco: James Bond. You think he was some kind of hero. James Bond: Zao, I've been traded. Your time will come. Zao: Yes, but not as soon as yours. [James seduces the masseuse, who is quite wanting of him] Masseuse: I'm not that kind of masseuse. [Bond then grabs her hand, and grabs the gun in her inner thigh holster] James Bond: I'm not that kind of customer. [first lines] Mr. Van Bierk: [stepping out of helicopter] Look, what is this? I'm supposed to... [Bond puts a gun to Mr. Van Bierk's head and takes his sunglasses] [last lines] Jinx: Wait, don't pull it out. I'm not finished with it yet. James Bond: See? It's a perfect fit. Jinx: Uh-hm. Leave it in. James Bond: It's gotta come out sooner or later. Jinx: No, leave it in, please. Few more minutes? James Bond: We really have to get these back. Jinx: Still the good guys, huh? James Bond: I'm still not quite sure how good you are. Jinx: I am so good. James Bond: Especially when you're bad. James Bond: What are you, CIA? Jinx: NSA. Hello, we're on the same side. James Bond: Doesn't mean we're after the same thing. Jinx: Sure it does. World peace, unconditional love, and our little friend with the expensive acne. Jinx: Ornithologist, huh? Wow. Now there's a mouthful. James Bond: You know, I've missed your sparkling personality. Zao: [punching Bond in the stomach] How's that for a punch line?

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James Bond: Not Jinx anymore? Jinx: Oh, I'll always be a jinx to you. [entering the 5-star hotel drenched in hospital clothes] James Bond: My usual suite, please. Snooty Desk clerk: [sarcastically] Do you have a credit card... or any luggage? Colonel Moon: That'll teach you to lecture me. Get me another anger management therapist. M: Knowing who to trust is everything in this business. Jinx: Giacinta Johnson. My friends call me Jinx. James Bond: My friends call me James Bond. Graves: What a wonderful day to become a knight. Falco: James Bond... just in time for the fireworks. James Bond: Let's get down to business. Reporter: After and entrance like that you can't be surprised you've been called a self-publicizing adrenaline junkie, can you? Graves: I prefer the term adventurer. Patient: What the hell do you want? I don't need a goddamn wheelchair. James Bond: No? [punches him] James Bond: You do now. Graves: I get to use everything of hers' at my disposal. Her brains... her talent... even her sex. James Bond: The coldest weapon of all. Zao: Who sent you? Jinx: Your mama. And she told me to tell you she's really disappointed in you. Graves: The pleasure of the kill is in the chase. James Bond: I see you don't chase dreams, you live them. Graves: One of the virtues of never sleeping. James Bond: So you live to die another day. Falco: You were supposed to throw away the key, not leave the door wide open. M: Are you saying I had a hand in his escape? Falco: Well, he did get away real fast. Zao: Why are you trying to kill me? Jinx: I thought it was the humane thing to do. Miranda Frost: I'll show you your room. James Bond: A palace of ice; you must feel right at home. [In greeting] Miranda Frost: Mr. Bond. And Miss...? Jinx: Swift, "Space and Technology" magazine. Miranda Frost: Really? I take it Mr. Bond's been explaining his Big Bang theory? Jinx: Oh yeah, I think I got the thrust of it.

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Q: There's always an excuse, isn't there Double-0-Zero? Q: Yes. Well, it's called the future, so get used to it. James Bond: [Bond breaks a glass partition, revealing Chinese agents watching him] You didn't think I knew that you were always Chinese intelligence Chang? Mr. Chang: Hong Kong's our turf now, Bond. James Bond: Well, don't worry. I'm not here to take it back. Mr. Chang: Ah, Mr Bond, a little thank you from us. [Hands a box to Bond] James Bond: [Bond finds money and a ticket to Cuba in the box] Cuba. Mr. Chang: It seems Mr. Zao has lost himself in Havana. If you find him, say goodbye from us. James Bond: With pleasure. Q: Must you touch everything? James Bond: There will be others after me. You know that. Graves: Oh, you mean your American friend Jinx? Soon to be the victim of a tragedy. A nice palace can be such a treacherous place.

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10

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Video clip

Use the Quotes provided at the end to create a radio interview of the band members and use some of them. Look in the internet site and identify the academy awards from this movie. This data can be used to practice present perfect versus past tense.

Plot Summary for Almost Famous (2000)

A high-school boy is given the chance to write a story for Rolling Stone Magazine about an up-andcoming rock band as he accompanies it on their concert tour.

A. Teaching Grammar (handouts A)


Presentation (handout a1) Practice (handout a2) Evaluation (handout a3) Distribute the handout A1 and explain the sequence of modifiers when you have more than one. Distribute the handout A2 and give the students some time to complete it checking with the handout 1 before they handed it in. Distribute handout A3 play the video-clip. Get the students write sentences to describe one of the characters, or any of the objects or places they see to use the proper order of the modifiers.

B. Writing (handouts B)
Pre-writing (handout b1) Drafting (handout b2) Revising Distribute handout B1 and get the students read the article from the magazine. Use the report as pattern and write one similar about the band in the videoclip mentioning any of the things you saw and, or heard.

C. VIDEO ACTIVITIES: Picture only


What can I tell about the people?. Look carefully the actors and try to describe them as toroughly as possible. What do the actions tell me about what is going on?. Look at what happens and find out what people might be talking about from what you see in the images.

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---------------------------Modification Nouns:
a, an, the, this, that, these, those, my, your, Allisons own. first, second, tenth, next, last one, two, few, little, much, many, some Ugly, beautiful, dull, interesting, intelligent, wonderful, disgusted, interested. big, tall, long, short old, young, hot, cold square, round, oval red, blue, pink, purple American, Japanese, Spanish, Easter, upper-class,lower class scientific, historic, mythical. wood, cotton, denim, silk, glass, stone

Handout A1 (presentation)

When there is more than one modifier, the modifiers generally occur in a fixed order. The following list shows the order that modifiers most often follow. Note that is unusual for head nouns to have more than three modifiers. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. determiners possessive amplifier sequence words quantifiers opinions or qualities size, height, or length age or temperature shapes colors nationalities, origin, social class

11. materials

---------------------------Handout A2 (practice)

Modification Nouns:

Students Name: _________________________________________ Grade: ________________ Put the modifiers into the correct order: 1. I really like _____________________________________ ( red, beautiful, that, silk ) dress that you were wearing. 2. Some people think you have_______________________________ (French ,handsome, a , tall ) boyfriend. 3. Rebecca lives in __________________________________________ ( expensive, spacious, old , Victorian, an ) apartment. 4. I think London is ________________________________ ( an, English, historic, interesting ) city. 5. My boyfriend bought me ___________________________________ (Mexican ,lovely, a , silver, ) necklace. 6. __________________________________________________ statues come from Egypt. (enormous, those, porcelain, antique ). 7. _________________________________________________ lady is my grandmother. (old, weak, that, short, English ). 8. My brother bought _______________________________________ ball to play at the beach. (big, a , round, red ). 9. I have to go ________________________________________________ ( English, interesting, my, many ) classes. 10. I left ___________________________________________ ( new, denim, your, blue ) shirt on the bus. Sorry !

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---------------------------Modification Nouns

Handout A3 (Evaluation)

Students Name: _________________________________________ Grade: ________________


Watch the video-clip and write a minimum of three modification nouns to describe any of what is listed. Make sure you write them in the right order: 1. (The girl in the radio program) ____________________________________________________________________________________________________ 2. (Russell Hammond) ____________________________________________________________________________________________________ 3. (Radio Broadcaster) ____________________________________________________________________________________________________ 4. (Elailne) ____________________________________________________________________________________________________ 5. (William) ____________________________________________________________________________________________________ 6. (Promoter) ____________________________________________________________________________________________________ 7. (Bus) ____________________________________________________________________________________________________ 8. (The camera William uses to phorograph Russell and the Girl) ____________________________________________________________________________________________________ 9. (The road) ____________________________________________________________________________________________________ 10. (The girls running team) ____________________________________________________________________________________________________

---------------------------Handout B1 (Pre-writing)
Read the following article from the Rolling Stone magazine. Imagine that you are William and you will write the article about the band in the video-clip. Take this article as your basis and modify the names and certain facts to make it fit with the band in the clip.

From Rolling Stone magazine, May 1999

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Our success has been part luck, and part hard work tells Rodrigo Rojas, lead singer of the hottest new band out of Mexico, Caf Bermuda. It has taken us a long time to get there, but we finally did it he added. As the founder of the band, Rojas knows the entire story behind his new stardom. In 1996, he met bass player Josue Peguero when they were both in the Latin Rock section of Tower Records. The two began talking and soon discovered that they had similar ideas about music. Later that year, they hired Mitzi Martnez as their drummer and Alexis Nuncio as their lead guitar player. Rojas admits that sometimes the band disagrees over silly issues. one time we were on tour he remembers and none of us could agree on where to stop for lunch. We had a huge fight, and the group almost broke up right there Fortunately for music listeners, the band realized what was happening. why fight over things that dont matter asks Martnez When there are so many more important things in life The other band members tell Rolling Stone that she has always been the peacemaker in the group. In this case, she suggested that they each go to a different place for lunch, and this solved the problem. Caf Bermuda will be playing a special Mtv Unplugged session on Saturday, May 8 at 9 p.m. EST. dont miss it says Martnez we plan to play our best show of all time

---------------------------Handout B2 (Drafting):
These notes are taken from the video-clip. Watch it carefully and get details about the fight between Jeff and Russell at the radio station to identify the problem they have in there. Then identify the parts of the article you can change to make it fit. Add more notes if you want that can help you modify the article.

Dafting Ideas from the Video-clip Jeff Bebe starts the band. He is the lead singer and writer of the songs. The name of the band is Still water. Jeff placed an ad in a magazine called Peaches and Russell Hammond replied. The band is giving a concert in Arizona. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

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---------------------------Handout B3 (Revising):
Students Name: _________________________________________ Grade: ________________
Re-write the article with the data you got from the video.

From Rolling Stone magazine, May 1999.

______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________

Handout A1 (presentation)

Modification Nouns:

---------------------------Handout A2 (practice)
1. 2. 3. 4. 5. 6. 7.

Modification Nouns:

I really like that beautiful, red, silk dress that you were wearing. Some people think you havea handsome, tall, French boyfriend. Rebecca lives in an expensive, spacious old Victorian apartment. I think London is an interesting English, historic city. My boyfriend bought me a lovely, silver, Mexican necklace. Those antique, enormous, porcelaine statues come from Egypt. That weak, short, old English lady is my grandmother.

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8. My brother bought that big, round, red ball to play at the beach. 9. I have to go my many interesting English classes classes. 10. I left your new, blue, denim shirt on the bus. Sorry !

Handout A3 (Evaluation)
12. 13. 14. 15. 16. 17. 18. 19. 20. 21. determiners possessive amplifier sequence words quantifiers opinions or qualities size, height, or length age or temperature shapes colors nationalities, origin, social class

Modification Nouns

22. materials

a, an, the, this, that, these, those, my, your, Allisons own. first, second, tenth, next, last one, two, few, little, much, many, some Ugly, beautiful, dull, interesting, intelligent, wonderful, disgusted, interested. big, tall, long, short old, young, hot, cold square, round, oval red, blue, pink, purple American, Japanese, Spanish, Easter, upper-class,lower class scientific, historic, mythical. wood, cotton, denim, silk, glass, stone Answers may vary (Some examples are)

1. (The girl in the radio program) A beautiful, young, American fan. 2. (Russell Hammond) A famous, interesting, tall, singer 3. (Radio Broadcaster)

Handout B1 (Pre-writing)
Answer may vary but this is an example of the possible changes

From Rolling Stone magazine, May 1999


Our success has been part luck, and part hard work tells Jeff Bebe, lead singer of the hottest new band out of U.S.A, Stillwater. It has taken us a long time to get there, but we finally did it he added. As the founder of the band, Jeff knows the entire story behind his new stardom. In 1996, he met guitar player Russell Hammond when he replied to an ad written by Jeff at the magazine Peaches. The two began talking and soon discovered that they had similar ideas about music. Later that year, they hired the rest of the band. Jeff admits that sometimes the band disagrees over silly issues. one time we were on a radio program he remembers and none of us could agree on who to speak. Russell and I had a fight over compliments paid to each of us, and the group almost broke up right there Fortunately for music listeners, the band manager realized what was happening. why fight over things that dont matter asks Jeff. When there are so many more important things in life The other band members tell Rolling Stone that the manager has always been the peacemaker in the group. In this case, he suggested that it was his job to pay compliments and all members were cool and this solved the problem. Stillwater will be playing a special Mtv Unplugged session on Saturday, May 8 at 9 p.m. EST. dont miss it says Jeff we plan to play our best show of all time

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Awards for Almost Famous (2000)


Academy Awards, USA
Year Result Award Category/Recipient(s) Best Writing, Screenplay Written Directly for the Screen Cameron Crowe Best Actress in a Supporting Role Kate Hudson 2001 Nominated Oscar Best Actress in a Supporting Role Frances McDormand Best Editing Joe Hutshing Saar Klein

Won

Oscar

American Cinema Editors, USA


Year Result Award Category/Recipient(s) Best Edited Feature Film - Comedy or Musical Joe Hutshing Saar Klein

2001

Won

Eddie

American Comedy Awards, USA


Year Result Award Category/Recipient(s) Funniest Motion Picture Funniest Supporting Actress in a Motion Picture Kate Hudson Funniest Supporting Actress in a Motion Picture Frances McDormand

2001 Nominated

American Comedy Award

Art Directors Guild


Year Result Award Excellence in Production Design Award Category/Recipient(s) Feature Film - Contemporary Films Clay A. Griffith (art director) Clayton Hartley (art director) Virginia L. Randolph (art director)

2001 Nominated

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Eric Rosenberg (assistant art director)

Australian Film Institute


Year Result Award Category/Recipient(s) Ian Bryce Cameron Crowe

2001 Nominated

Best Foreign Film Award

BAFTA Awards
Year Result Award Category/Recipient(s) Best Screenplay - Original Cameron Crowe Best Sound Jeff Wexler Doug Hemphill Rick Kline Paul Massey Michael D. Wilhoit

Won

BAFTA Film Award

2001

Anthony Asquith Award for Film Music

Nancy Wilson Best Film Cameron Crowe Ian Bryce

Nominated BAFTA Film Award Best Performance by an Actress in a Leading Role Kate Hudson Best Performance by an Actress in a Supporting Role Frances McDormand

Blockbuster Entertainment Awards


Year Result Award Category/Recipient(s) Favorite Female - Newcomer Kate Hudson 2001 Won Blockbuster Entertainment Award Favorite Supporting Actress - Drama/Romance Frances McDormand

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Southeastern Film Critics Association Awards


Year Result Award Best Picture Best Screenplay, Original Cameron Crowe Best Supporting Actress Frances McDormand Category/Recipient(s)

2001

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SEFCA Award

Teen Choice Awards


Year Result Award Teen Choice Award Category/Recipient(s) Film - Choice Drama 2001 Nominated

Writers Guild of America, USA


Year Result Award WGA Award (Screen) Category/Recipient(s) Best Screenplay Written Directly for the Screen Cameron Crowe

2001 Nominated

Young Artist Awards


Year Result Award Category/Recipient(s) Best Performance in a Feature Film - Leading Young Actor Patrick Fugit

2001 Nominated

Young Artist Award

Memorable Quotes from Almost Famous (2000)


Russell Hammond: I am a golden god! Russell Hammond: I never said I was a golden god... or did I? Russell Hammond: I'm telling secrets to the one guy you don't tell secrets to. Polexia Aphrodisia: Let's deflower the kid. Lester Bangs: The only true currency in this bankrupt world... is what you share with someone else when you're uncool.

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Lester Bangs: Aw, man. You made friends with them. See, friendship is the booze they feed you. They want you to get drunk on feeling like you belong. William Miller: Well, it was fun. Lester Bangs: They make you feel cool. And hey. I met you. You are not cool. William Miller: I know. Even when I thought I was, I knew I wasn't. Lester Bangs: That's because we're uncool. And while women will always be a problem for us, most of the great art in the world is about that very same problem. Good-looking people don't have any spine. Their art never lasts. They get the girls, but we're smarter. William Miller: I can really see that now. Lester Bangs: Yeah, great art is about conflict and pain and guilt and longing and love disguised as sex, and sex disguised as love... and let's face it, you got a big head start. William Miller: I'm glad you were home. Lester Bangs: I'm always home. I'm uncool. William Miller: Me too! Lester Bangs: The only true currency in this bankrupt world if what we share with someone else when we're uncool. William Miller: I feel better. Lester Bangs: My advice to you. I know you think those guys are your friends. You wanna be a true friend to them? Be honest, and unmerciful. Penny Lane: Call me if you need a rescue, we live in the same city. William Miller: Heh, I think I live in a different world. Penny Lane: I always tell the girls, never take it seriously, if ya never take it seriosuly, ya never get hurt, ya never get hurt, ya always have fun, and if you ever get lonely, just got to the record store and visit your friends. Russell Hammond: And you can tell Rolling Stone magazine that my last words were... I'm on drugs! [crowd cheers] William Miller: Russell! I think we should work on those last words! Russell Hammond: I got it, I got it. Last words - I dig music. [a few claps] Russell Hammond: [beat] Russell Hammond: I'm on drugs! [crowd cheers] Penny Lane: You're too sweet for rock and roll. William Miller: Sweet? Where do you get off? Where do you get sweet? I am dark and mysterious, and I am PISSED OFF! I could be very dangerous to all of you! And you should know that about me... I am THE ENEMY! Sapphire: Can you believe these new girls? None of them use birth control and they eat all the steak! William Miller: Do you have to be depressed to write a sad song? Do you have to be in love to write a love song? Is a song better when it really happened to you? Like "Love Thing," where did you write that and who was it about? Russell Hammond: When did you get so professional? Anita Miller: FECK YOU! Elaine Miller: HEY! Anita Miller: This is a house of lies! Elaine Miller: Well there it is, your sister used the "F" word. William Miller: I think she said "feck." Elaine Miller: What's the difference? William Miller: The letter "u." Dennis Hope: If you think that Mick Jagger will still be doing the whole rock star thing at age fifty, well, then, you are sorely, sorely mistaken. Ben Fong-Torres: A Mo-Jo, it's a very high-tech machine that transmits pages over the telephone! It only takes eighteen minutes a page!

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Elaine Miller: [in the middle of a class lecture] Rock stars have kidnapped my son! Russell Hammond: I hurt the flower. Penny Lane: Never take it seriously, you never get hurt. Never get hurt, you can always have fun. And if you ever get lonely, you just go to the record store and visit all your friends. Penny Lane: How old are you? William Miller: Eighteen. Penny Lane: Me too! How old are we really? William Miller: Seventeen. Penny Lane: Me too! William Miller: Actually, I'm sixteen. Penny Lane: Me too. Isn't it funny? The truth just sounds different. William Miller: I'm fifteen. Jeff Bebe: Is it that hard to make us look cool? Polexia Aphrodisia: It's all happening! William Miller: I have to go home. Penny Lane: You are home. William Miller: I love you. And I'm about to boldly go where... many men have gone before. Jeff Bebe: "Rock 'n' roll can save the world"? "The chicks are great"? I sound like a dick! Ben Fong-Torres: You're not there to party. We've already got *one* Hunter Thompson. Anita Miller: This song explains why I'm leaving home to become a stewardess. Lester Bangs: Of course I'm home. I'm always home. I'm uncool. Elaine Miller: Rock stars have kidnapped my son! William Miller: Don't you have any regular friends? Penny Lane: Famous people are just more interesting. Lester Bangs: So, you're the one who's been sending me those articles from your school newspaper. William Miller: I've been doing some stuff for a local underground paper, too. Lester Bangs: What, are you like the star of your school? William Miller: They hate me. Lester Bangs: You'll meet them all again on their long journey to the middle. Lester Bangs: You CANNOT make friends with the rock stars. That's what's important. If you're a rock journalist first, you will never get paid much. But you will get free records from the record company. And they'll buy you drinks, you'll meet girls, they'll try to fly you places for free, offer you drugs... I know. It sounds great. But they are not your friends. These are people who want you to write sanctimonious stories about the genius of the rock stars, and they will ruin rock and roll and strangle everything we love about it. Russell Hammond: Write what you want. Jeff Bebe: I can't say anymore with the writer here. Russell Hammond: No, no, no. You can trust him, you can say whatever you want. Jeff Bebe: I work just as hard or harder than anybody on that stage. You know what I do? I connect. I get people off. I

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look for the guy who isn't getting off, and I make him get off. Jeff Bebe: [to William] Actually, *that* you can print! William Miller: [on meeting Stillwater] Russell. Jeff. Ed. Larry. I really love your band. I think the song "Fever Dog" is a big step forward for you guys. I think you guys producing it yourselves, instead of Glyn Johns, was the right thing to do. And the guitar sound... is incindiary. Incendiary. Way to go. [He turns to leave. The band members regard one another for a moment] Russell Hammond: Well, don't stop there! Jeff Bebe: Yeah, come back here! I'm incendiary, too, man! William Miller: "That groupie"? She was a Band-Aid! All she did was love your band. And you used her, all of you! You used her and threw her away! She almost died last night while you were with Bob Dylan. You guys, you're always talking about the fans, the fans, the fans; she was your biggest fan, and you threw her away! And if you can't see that, that's your biggest problem. And I love her! I love her! Elaine Miller: May I speak with William, please? Sapphire: He's not here. I think he's in the bar with the band. They just got back from the radio station. Is this Maryann with the pot?... Hello? Elaine Miller: No, this isn't Maryann with the pot. This is Elaine. His mother. Could you please give him a message? Could you tell him to call home immediately? And could you also tell him - I KNOW WHAT'S GOING ON. Sapphire: All right. But I'm just going to say this, and I'm going to stand by it: you should be really proud of him. 'Cause I know guys, and I'll bet you do too. And he respects women, and he likes women, and let's just pause and appreciate a man like that. You created him out of thin air, and you raised him right, and we're all looking out for him. He's doing a great job, and don't worry - he's still a virgin. And that's more than I've ever said to my own parents, so there you go... This is the maid speaking, by the way. William Miller: Please don't give him any more acid. Russell Hammond: You, Aaron, are what it's all about. You're real. Your room is real. Your friends are real. Real, man, real. You know? Real. You're more important than all the silly machinery. Silly machinery. And you know it! In eleven years its going to be 1984, man. Think about that! Aaron: Wanna see me feed a mouse to my snake? Russell Hammond: Yes. Sapphire: They don't even know what it is to be a fan. Y'know? To truly love some silly little piece of music, or some band, so much that it hurts. [Finally getting his interview with Russell Hammond] William Miller: So Russell... what do you love about music? Russell Hammond: To begin with, everything. Sapphire: Just think, any other city and you'd still be a virgin. Elaine Miller: Look at this: an entire generation of Cinderellas and no glass slipper. Lester Bangs: Don't let those swill merchants rewrite you. Russell Hammond: From here on out, I am only interested in what is real. Real people, real feelings, that's it, that's all I'm interested in. Russell Hammond: And you can tell Rolling Stone magazine that my last words were... I'm on drugs! William Miller: Russell! I think we should work on those last words! Russell Hammond: I got it, I got it. Last words: I dig music. I'm on drugs! William Miller: When and where does this "real world" occur?

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Jeff Bebe: Some people have a hard time explaining rock 'n' roll. I don't think anyone can really explain rock 'n' roll. Except Pete Townshend, but that's okay. Rock 'n' roll is a lifestyle and a way of thinking... and it's not about money and popularity. Although, some money would be nice. But it's a voice that says, "Here I am... and fuck you if you can't understand me." And one of these people is gonna save the world. And that means that rock 'n' roll can save the world... all of us together. And the chicks are great. But what it all comes down to is that thing. The indefinable thing when people catch something in your music. Dennis Hope: I don't make the rain. I just have the best umbrella. Elaine Miller: Adolescence is a marketing ploy. Lester Bangs: Oh man, you made friends with 'em. See, friendship is the booze they feed you. They want you to get drunk on feeling like you belong. William Miller: Well, it was fun. Lester Bangs: Because they make you feel cool, and hey, I met you. You are not cool. Elaine Miller: Keep the small bills on the outside and call me if anyone gets drunk. William Miller: I will call you if anyone *anywhere* gets drunk. Penny Lane: Maybe it is love, as much as it can be, for somebody... William Miller: Somebody who sold you to Humble Pie for fifty bucks and a case of beer! I was there! I was there!... Look- I'm sorry. Penny Lane: [sniffs] What kind of beer? Penny Lane: Look - you should be happy for me. You don't know what he says to me in private. Maybe it is love - as much as it can be... Russell Hammond: Well William, we've been across the entire country and did everything to you except get you laid. [William looks out the window and smiles] Russell Hammond: Really? No! All in car: No! Topeka Kid: You're Russell from Stillwater. Russell Hammond: Well, yeah, on my better days, I am Russell from Stillwater. [Regarding the t-shirt picture] Russell Hammond: Can we just skip the vibe, and go straight to us laughing about this? Jeff Bebe: Yeah, okay. Russell Hammond: Because I can see by your face you want to get into it. Jeff Bebe: How can you tell? I'm just one of the out-of-focus guys. Russell Hammond: You know, I think we both wanted to, uh, to be with her. I guess she wanted us to be together. Russell Hammond: Your mom kinda freaked me out. Penny Lane: We are not Groupies. We are here because of the music, we inspire the music. We are Band Aids. Jeff Bebe: It's okay! I'm easy to forget! Just leave me behind! I'm only the fucking lead singer! Lester Bangs: And then it just becomes an industry of... cool. Penny Lane: I've made a decision, I'm gonna live in Morocco for one year. I need a new crowd. Do you wanna come? William Miller: Yes! Yeah. Penny Lane: Are you sure? William Miller: Ask me again. Penny Lane: Do you wanna come? William Miller: Yes! Yes.

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Anita Miller: [last words to little brother William before leaving home] Someday, you'll be cool. Polexia Aphrodisia: Forgive me father, for I may sin tonight. Anita Miller: Listen to Tommy with a candle burning, and you'll see your future. [Russell is on the phone with Penny] Russell Hammond: Give me your address. This time, I'm coming to you. Russell Hammond: Don't worry, no one's getting hurt here. She knows Leslie's coming to New York tomorrow. This is the circus, everybody's trying not to go home. Stop looking at me like that. Elaine Miller: [to William] Your Dad was so proud of you. He knew you were a predominantly accelerated child. Anita Miller: What about me? Elaine Miller: You are rebellious and ungrateful of my love. Jeff Bebe: He was never a person, he was a journalist! Jeff Bebe: You know I do? I connect. I get people off. I look for that one guy that's not getting off, and I MAKE him get off! [Ed's only line] Ed: Fuck it! I'm... I'm gay! Sheldon the Desk Clerk: Are you Mr. Miller? William Miller: Yeah. Sheldon the Desk Clerk: [politely] You have a message from Elaine, your mother. [pause] Sheldon the Desk Clerk: She's a handful. William Miller: I know. Sheldon the Desk Clerk: [seriously] She freaked me out. Lester Bangs: Jim Morrison is a drunken buffoon posing as a poet. Give me the Guess Who. They have the courage to BE drunken buffoons, which MAKES them poetic. Estrella Starr: [about Penny Lane] She Changed everything. She was the one that said "No more sex. No more exploiting our bodies and hearts." Just blow-jobs, and that's it!

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Video clip

You can use the quotes to create more dialogues. Look in the internet site and identify the release days for Big Fish. You can practice questions with when or where and past tense.

Plot Summary for Big Fish (2003)

The story revolves around a dying father and his son, who is trying to learn more about his dad by piecing together the stories he has gathered over the years. The son winds up re-creating his father's elusive life in a series of legends and myths inspired by the few facts he knows. Through these tales, the son begins to understand his father's great feats and his great failings. Summary written by Anonymous

A. Listening Comprehension (handouts A)


Pre-listening (handout a1) Intensive listening (handout a2) Post-listening Distribute the handout A1 and play only the sound of the video. It is important not to show the image. Make sure the students understand what they have to listen to. Explain that linguistic clues are the words they hear and non linguistic are the noises around that are not exactly words. Distribute handout A2 and play the clip again only sound and make the students focus more on the details about what is said and the noises around the speakers. Finally play the video with the image for the students to check their answers on both formats.

B. Conversation and Fluency (handouts B)


Presentation (handout b1) Practice (handout b2) Performance Distribute handouts B1 to different pairs of students and give them some time to prepare their dialogues. Get the students practice before they actually perform in front of the class.

C. VIDEO ACTIVITIES: Sound Only


Who is speaking?. From what you listen identify how many speakers you have, their gender, and their relationship. Where are they? From the noises around and what you understand identify the places where the speakers are.

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---------------------------Who is there?:

Handout A1 (Pre-listening)

Students Name: _________________________________________ Grade: ________________


Listen to the video and identify general information about the speakers. There are three short scenes

Speakers Gender Relationship Linguistic clues Non linguistic clues

How many speakers are there? How many men or women? What is their relationship?

First Scene

Second Scene

Third Scene

---------------------------Getting Details

Handout A2 (Intensive Listening)

Students Name: _________________________________________ Grade: ________________


Watch the video-clip from and get the following details about it: What are they talking about? Main message for speaker 1 Main message for speaker 2 Main message for speaker 3 Where are they? First Scene Second Scene Third Scene

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(Post-listening Activity)

Watch Video:

Now LISTEN and WATCH the video to check your responses.

---------------------------Handout B1 (Practice)

Role Plays

Situation 1: Father & Son-- Write a dialogue about the problem, below.
Character 1: An older and sick father. Character 2: A son about to become father for the first time.

The old father is badly sick and really old. His son is taking care of him and trying to have a serious conversation with his father, but his father keeps telling him stories as if he was a little kid. The son complaints about this situation. He thinks about himself becoming a father. He would like for the first time hear his father talk seriously about his life. 1. 2. 3. 4. 5. 6. Choose names / identities for your characters. (For example, is the older man serious and responsible? Is the younger one being fair about his judgments?) Choose a setting: Where are you? (For example, in the older siblings bedroom, in front of the TV, etc.) Choose a problem or conflict: What is the fight about? (For example, the old man feels disappointed about his son seeing him as fake. The son is disappointed about his father not being real for the first time.) Choose a resolution: How does the fight end? Write your dialogue: Be prepared to perform in front of your classmates. Each of you must speak at least four times. Practice your dialogue: Be prepared to perform WITHOUT YOUR PAPER in front of your classmates.

---------------------------Situation 2: Sibling Rivalry-- Write a dialogue about the problem, below.


Character 1: An older brother or sister Character 2: A younger brother or sister

The older sibling is babysitting the younger sibling. The younger one is misbehaving, and the older one is trying to get him/her to cooperate. A fight breaks out. 7. 8. Choose names / identities for your characters. (For example, is the older sibling serious and responsible? Is the younger one wild and crazy?) Choose a setting: Where are you? (For example, in the older siblings bedroom, in front of the TV, etc.)

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9.

Choose a problem or conflict: What is the fight about? (For example, the older sibling is trying to get the younger one to get ready for bed.) 10. Choose a resolution: How does the fight end? 11. Write your dialogue: Be prepared to perform in front of your classmates. Each of you must speak at least four times. 12. Practice your dialogue: Be prepared to perform WITHOUT YOUR PAPER in front of your classmates.

---------------------------Situation 3: The Copied Paper-- Write a dialogue about the problem, below.
Character 1: An English teacher Character 2: A student

The English teacher gave the student a zero on the partial project, because it looks like parts of it were copied from the internet. The student says that he/she did not plagiarize (to borrow the ideas of another person, and say that they are your ideas.) The teacher is giving the student feedback about his work, and they begin to argue. 1. 2. 3. 4. 5. 6. Choose names / identities for your characters. (For example, is the teacher Mexican or foreign? Is the student responsible, or lazy?) Choose a setting: Where are you? (For example, in the teachers cubicle, in the library, etc.) Choose a problem or conflict: What, specifically, is the argument about? (For example: The student wants a chance to rewrite the paper, but the teacher wont allow it.) Choose a resolution: How does the argument end? Write your dialogue: Be prepared to perform in front of your classmates. Each of you must speak at least four times. Practice your dialogue: Be prepared to perform WITHOUT YOUR PAPER in front of your classmates.

---------------------------Situation 4: Relationship Problems-- Write a dialogue about the problem, below.


Character 1: A young man Character 2: A young woman

This young couple is having problems with the issue of control and freedom. One of them is being very bossy, or trying to tell the other one what to do all the time. The other person hates this behavior and wants it to change. They are discussing the problem. 1. 2. 3. 4. 5. Choose names / identities for your characters. (For example, is the young man physically or verbally abusive, or is he more relaxed and passive? Is the young woman self confident?) Choose a setting: Where are you? (For example, in the park, at a restaurant, at a party, etc.) Choose a problem or conflict: What is the fight about? (For example, is the young man jealous when his girlfriend talks to other guys? Or is the young woman jealous of the time her boyfriend spends with his friends and not with her?) Choose a resolution: How does the fight end? Write your dialogue: Be prepared to perform in front of your classmates. Each of you must speak at least four times.

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6.

---------------------------Situation 4: Spreading Rumors-- Write a dialogue about the problem, below.


Character 1: A student Character 2: A student and friend of Character #1

Practice your dialogue: Be prepared to perform WITHOUT YOUR PAPER in front of your classmates.

Character #1 is angry with Character #2, because he/she heard that Character #2 is spreading rumors (telling lies to everyone) about him/her. Character #1 feels that everyone at school knows about these lies. Character #2 says that he/she never said anything bad, and thinks that Character #1 has no right to control what other people say. 1. 2. 3. 4. 5. 6. Choose names / identities for your characters. (For example, is one of the students very popular, while the other student is more quiet and shy?) Choose a setting: Where are you? (For example, on the cafeteria, in the gym, etc.) Choose a problem or conflict: What is the fight about? (For example, maybe Character #2 told everyone at school that Character #1 is a loser who can never get a date.) Choose a resolution: How does the fight end? Write your dialogue: Be prepared to perform in front of your classmates. Each of you must speak at least four times. Practice your dialogue: Be prepared to perform WITHOUT YOUR PAPER in front of your classmates.

---------------------------Handout A1 (Pre-listening)
Speakers Gender Relationship Linguistic clues Non linguistic clues

Who is there?:
First Scene 2 2 men Second Scene 0 Third Scene 3 2 women,1 man Mother, son, ? Your father/ Tune of voice/

Listen to the video and identify general information about the speakers. There are three short scenes How many speakers are there? How many men or women? What is their relationship?

?
?

Son and Father Dad / your son Tune of voice

none Water sound background music

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Handout A2 (Intensive Listening)

Getting Details

Students Name: _________________________________________ Grade: ________________


Watch the video-clip from and get the following details about it: What are they talking about? Main message for speaker 1 First Scene About their relationship as father and son. He doesnt know his father enough. He doesnt think he is authentic enough. He doesnt understand the complaints. He has tried to be himself. At home Second Scene No dialogue. Background music and water. Try to make the students imagine what is going on in the scene. They might thing someone is swimming. Make students focus on all the noises around. Third Scene The office of his father. She wants her son to identify important things to keep in a room, and her son to know that some things his father said are real. He is asking the mother if one fact did actually happen. She is tired In a room.

Main message for speaker 2 Main message for speaker 3 Where are they?

---------------------------(Post-listening Activity)

A swimming pool, a garden.

Watch Video:

Now LISTEN and WATCH the video to check your responses.

Memorable Quotes from Big Fish (2003)


Young Ed Bloom: Sandra Templeton, I love you and I WILL marry you. Senior Ed Bloom: Truth is, I've always been thirsty. Young Ed Bloom: There's a time when a man needs to fight and a time when he needs to accept that his destiny's lost, the ship has sailed and that only a fool will continue. The truth is I've always been a fool. Senior Ed Bloom: You are in for a surprise. Will Bloom: Am I? Senior Ed Bloom: Havin' a kid changes everything. There's the diapers, and the burping, and the midnight feeding. Will Bloom: Did you do any of that? Senior Ed Bloom: Nope. But I hear it's terrible. Then you spend years trying to corrupt and mislead this child, fill his head with nonsense, and still it turns out perfectly fine. Will Bloom: You think I'm up for it? Senior Ed Bloom: You learned from the best. Senior Ed Bloom: People needn't worry so much. It's not my time yet. This is not how I go. Will Bloom: Really? Senior Ed Bloom: Truly. I saw it in the eye. Will Bloom: The old lady by the swamp?

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Senior Ed Bloom: She was a *witch*. Will Bloom: No, she was old and probably senile. Senior Ed Bloom: I saw my death in that eye, and this isn't how it happens. Will Bloom: So how does it happen? Senior Ed Bloom: Surprise ending. Wouldn't want to ruin it for you. Senior Ed Bloom: I don't know if you're aware of this, Josephine, but African parrots, in their native home of the Congo, they speak only French. Josephine: Really? Senior Ed Bloom: You're lucky to get four words out of them in English, but if you were to walk through the jungle, you'd hear them speaking the most elaborate French. Those parrots talk about everything. Politics, movies, fashion. Everything but religion. Will Bloom: Why not religion, dad? Senior Ed Bloom: It's rude to talk about religion. You never know who you're gonna offend. Will Bloom: Josephine actually went to the Congo last year. Senior Ed Bloom: Oh, so you know. Amos Calloway: Tell me, Karl, have you ever heard the term "involuntary servitude"? Karl: No. Amos Calloway: "Unconscionable contract"? Karl: Uh, nope. Amos Calloway: Great! Young Ed Bloom: I just saw the woman I'm going to marry. I know it. But I lost her. Amos Calloway: Oh, tough break. Well, most men have to get married *before* they lose their wives. Young Ed Bloom: I'm gonna spend every day for the rest of my life looking for her. That, or die alone! Amos Calloway: Damn, kid. Lemme guess. Real pretty? Reddish-blondish hair? Blue dress? Young Ed Bloom: Yeah! Amos Calloway: I know her uncle. Friends of the family. Young Ed Bloom: Who is she? Where does she live? Amos Calloway: Forget it kid, don't waste your time. She's out of your league. Young Ed Bloom: What do you mean? You don't even know me. Amos Calloway: Sure I do! You were hot shit back in Hickville, but here in the real world, you got squat! You don't have a plan, you don't have a job, you don't have anything except the clothes on your back. Will Bloom: You know about icebergs, dad? Senior Ed Bloom: Do I? I saw an iceberg once. They were hauling it down to Texas for drinking water. They didn't count on there being an elephant frozen inside. The wooly kind. A mammoth. Will Bloom: Dad! Senior Ed Bloom: What? Will Bloom: I'm not trying to make a metaphor here. Senior Ed Bloom: Well you shouldn't have started with a question, because people want to answer a question. You should've started with "the thing about icebergs is." Young Ed Bloom: Now I may not have much, but I have more determination then any man you're likely to ever meet. Josephine: You never told me how your parents met. Will Bloom: They met at Auburn. Josephine: But what about the details? How they fell in love. The cirus, the war - you never told me any of that. Will Bloom: That's because most of it never happened. Josephine: But it's romantic. Will Bloom: Mmm... Josephine: Mmm, what? Will Bloom: Well, I know better than to argue romance with a French woman. Will Bloom: And then we have to take Glenville to avoid the church traffic because the damn church people drive too slow.

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Senior Ed Bloom: There's a time when a man needs to fight, and a time when he needs to accept that his destiny is lost... the ship has sailed and only a fool would continue. Truth is... I've always been a fool. Karl: I don't want to eat you. I just get so hungry. I'm just too big. Young Ed Bloom: Has it ever occurred to you that maybe you're not too big? Maybe this place is just too small? Young Ed Bloom: There are some fish that cannot be caught. It's not that they're faster or stronger then the other fish. They're just touched by something extra. Senior Ed Bloom: I caught an uncatchable fish. Amos Calloway: Her favorite flower is daffodils Young Ed Bloom: Daffodils. [smiles] Senior Ed Bloom: And that's my life story. Will Bloom: In telling the story of my father's life, it's impossible to separate fact from fiction, the man from the myth. The best I can do is to tell it the way he told me. It doesn't always make sense and most of it never happened... but that's what kind of story this is. Ping: [in Cantonese, to Edward who was hiding in the dressing room] Who are you? Young Ed Bloom: [In Cantonese] Please, I'm not going to hurt you. Jing: [In Cantonese] Damn right you're not! GUARD! Young Ed Bloom: You don't know me, but my name's Edward Bloom... And I love you. Senior Sandra Bloom: I don't think I'll ever dry out. Young Ed Bloom: I can't go back, I'm a human sacrifice. Josephine: I'd like to take your picture. Senior Ed Bloom: Oh, you don't need a picture. Just look up "handsome" in the dictionary. Will Bloom: You become what you always were - a very big fish. Young Ed Bloom: This isn't how I die. Senior Ed Bloom: They say, when you meet the love of your life, time stops, and that's true. What they don't tell you is that when it starts again, it moves extra fast to catch up. Young Ed Bloom: Did you get married? Jenny: Yes, I did. I was 18, he was 28. Turned out to be a big difference. [Amos returns from the woods after being a wolf for an night] Amos Calloway: Did I kill anything? Young Ed Bloom: Only two or three rabbits, and one was already dead, I think. Amos Calloway: I see. That explains the indigestion. Senior Ed Bloom: The Milk Man dropped dead on our front porch. Turns out my mama was banging the Milk Man. Senior Ed Bloom: Tell me how it happens Will Bloom: How what happens? Senior Ed Bloom: How I go. Will Bloom: Dad, you never told me that story.

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Young Ed Bloom: There comes a point when any reasonable man will swallow his pride and admit he made a mistake. The truth is... I was never a reasonable man. Senior Ed Bloom: I tell facts. Will Bloom: You tell lies, dad. Senior Ed Bloom: Sometimes, the only way to catch and uncatchable woman is to offer her a wedding ring. Amos Calloway: She likes music. Young Ed Bloom: [smiles] Music. She likes music. Young Jenny: Promise me You'll come back Young Ed Bloom: I promise. Someday. When I'm really supposed to. [a poem written on a note pad] Norther Winslow: The grass is so green. The sky is so blue. Spectre is really great. Norther Winslow: [after working on a poem for 12 years] Roses are red. Violets are blue. I love Spectre. Senior Dr. Bennett: Do you want to know what really happened on the day you were born? Will Bloom: Sure. Senior Dr. Bennett: You were born early, without any problems, and your dad was away on a salesman trip and was upset that he couldn't be there. But men weren't allowed in during the delivery, so I don't see how it could be much different. I guess it's not as exciting as your father's version... Will Bloom: I kind of liked your version. Wilbur (Age 10): Is it true she's got a glass eye? I heard she got it from the gypsies... Young Don Price: What's a gypsy? Ed Bloom (Age 10): Your momma's a gypsy. Young Don Price: Your momma's a bitch. little girl in crowd: It ate mah dawg. Will Bloom: Dad, you're like Santa Claus and the Easter Bunny combined... you're just as charming, and just as fake. Will Bloom: Church people drive too slow. Amos Calloway: You were a big fish in a small pond, but this here is the ocean and your drownin'. Take my advice, go back to puddleville, you'll be happy there. [talking about the witch] Zacky Price (Age 10): She'll make soap out of you. That's what they do, make soap out of people. Senior Ed Bloom: Most men, they'll tell you a story straight true. It won't be complicated, but it won't be interesting either. Will Bloom: Unbelievable. Senior Ed Bloom: The story of my life. Will Bloom: A man tells so many stories, that he becomes the stories. They live on after him, and in that way he becomes immortal. [When meeting young Sandra Templeton for the first time] Young Ed Bloom: You don't know me but my name is Edward Bloom and I love you. Senior Ed Bloom: It's rude to talk about religion, you never know who you're gonna offend.

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[Ed and Norther are in line at a bank together] Young Ed Bloom: What are you doing here? Norther Winslow: I'm robbin' this place! Sandra Bloom: [of Edward to her fiance] He's almost a stranger, and I prefer him to you! Karl: Friend, what happened to your shoes? Young Ed Bloom: [Looking down at his feet] They got ahead of me. Will Bloom: Everybody's there, and I mean everybody. And the strange thing is, there's not a single sad face... everyone's so happy to see you. Josephine: I talked to your father last night. He told me about how he and your mother met. Will Bloom: Most of that never happened. Josephine: But it's romantic. Will Bloom: Well, who am I to argue romance with a French woman? Amos Calloway: I haven't seen a customer this depressed since that elephant sat on the farmer's wife! Amos Calloway: [laughs, beat] Amos Calloway: Depressed? Young Ed Bloom: I just saw the woman I'm going to marry, and I lost her. Young Ed Bloom: It was that night I discovered that most things you consider evil or wicked are simply lonely, and lacking in the social niceties. Sandra Bloom: You don't even know me. Young Ed Bloom: I have the rest of my life to find out. Ed Bloom (Age 10): I was thinking about death and all. About seeing how you're gonna die. I mean, on one hand, if dying was all you thought about, it could kind of screw you up. But it could kind of help you, couldn't it? Because you'd know that everything else you can survive.

Release dates for Big Fish (2003)


Country Canada USA USA USA USA Finland UK Iceland UK Argentina Australia Portugal Date 10 December 2003 (Toronto) 10 December 2003 (Los Angeles, California) 10 December 2003 (New York City, New York) 25 December 2003 (limited) 9 January 2004 23 January 2004 (premiere) 23 January 2004 (London) 30 January 2004 30 January 2004 5 February 2004 5 February 2004 5 February 2004

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Jamaica Trinidad And Tobago Czech Republic Lebanon Slovakia Slovenia Greece Mexico Russia Brazil Colombia Estonia Kenya Romania South Korea Bahrain Jordan Oman Croatia Hungary Israel Netherlands Singapore Bulgaria Italy Latvia Mexico Poland Sweden Switzerland Thailand France Switzerland New Zealand Serbia Lithuania

11 February 2004 11 February 2004 12 February 2004 12 February 2004 12 February 2004 12 February 2004 13 February 2004 19 February 2004 (Festival Internacional de Cine Contemporneo de la Ciudad de Mxico) 19 February 2004 20 February 2004 20 February 2004 20 February 2004 20 February 2004 20 February 2004 20 February 2004 25 February 2004 25 February 2004 25 February 2004 26 February 2004 26 February 2004 26 February 2004 26 February 2004 26 February 2004 27 February 2004 27 February 2004 27 February 2004 27 February 2004 (limited) 27 February 2004 27 February 2004 27 February 2004 (Italian speaking region) 27 February 2004 3 March 2004 3 March 2004 (French speaking region) 4 March 2004 4 March 2004 5 March 2004

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Spain Belgium Norway Uruguay Belgium Hong Kong Malaysia Finland South Africa Taiwan Switzerland India United Arab Emirates Ecuador Germany Austria Philippines

5 March 2004 12 March 2004 (Brussels International Festival of Fantasy Films) 12 March 2004 12 March 2004 17 March 2004 18 March 2004 18 March 2004 19 March 2004 19 March 2004 19 March 2004 25 March 2004 (German speaking region) 26 March 2004 26 March 2004 2 April 2004 8 April 2004 9 April 2004 14 April 2004 (limited)

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Video clip

Identify the Quotes mentioned in the clip and sequence them, or write a dialogue with some of them. Use the business data to practice comparatives and superlatives with the numbers given. You can also role-play a dialogue for a business class.

Plot Summary for Forrest Gump (1994)

The story follows the life of low I.Q. Forrest Gump (Tom Hanks) and his meeting with the love of his life Jenny. The film chronicles his accidental experiences with some of the most important people and events in America from the late 1950's through the 1970's including a meeting with Elvis Presley, JFK, Lyndon Johnson, Richard Nixon, fighting in Vietnam, etc. The problem is, he's too stupid to realize the significance of his actions. Forrest becomes representative of the baby boomer generation having walked through life blindly. Summary written by Jason Ihle {jrihl@conncoll.edu}

A. Teaching Grammar (handouts A)


Presentation (handout a1) Practice (handout a2) Distribute the handout A1 and explain the cause and result then go over the different conectors. Distribute the handout A2 and give the students some time to read the sentences and check if the connectors are being properly used. Play the video-clip to check the answers.

B. Teaching Writing (handouts B)


Pre-writing (handout b1) Drafting (handout b2) Revising Distribute handout B1 and explain what a plot is. Give students examples of plots from different movies. Then ask the students to brainstorm ideas for the plot for Forrest Gump. Write those ideas on the board. Distribute handout B2 and get students use the ideas on the board and arrange them to give an answer to the questions provided. Give students time to draft their plots. Get students work in pairs to read each others plot and edit: correct the order of ideas, the punctuation, spelling, grammar.

C. VIDEO ACTIVITIES Freeze Frame


What does the speaker mean? Listen and freeze the fram to analyze what the speaker said and how it fits with the situation .

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Handout A1 (Presentation)

Cause & Result:

CAUSE: (What caused it?) ................................................................... (HIS HARD WORK) because / since due to the fact that he (had) studied his hard work.

He passed the test because of due to as a result of

PURPOSE: (Why did he do it?) .............................. (HE WANTED TO PASS THE TEST) because he wanted in order to pass the test. so as so (that) in order that he could pass the test

He studied

RESULT: (what happened?) .................................................................. (HE PASSED)

He studied hard

, (and) so he passed the test. ; (and) therefore, he passed the test.

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Handout A2 (practice)

Cause & Result

Students Name: _________________________________________ Grade: ________________


Watch the video and based on the information about cause and result and what you watch, identify the inconsistencies on the use of cause and result connectors. 1. You get a college degree because of playing football for 5 years. A) properly used B) Forrest misperception C) kind of right but not main reason 2. Forrest got a college degree so his mama was proud. A) properly used B) Forrest misperception C) kind of right but not main reason 3. As a result of being in the army you dont tell your name to the bus driver. A) properly used B) Forrest misperception C) kind of right but not main reason 4. He might have made a mistake since he was yelled at during his induction day in the army. A) properly used B) Forrest misperception C) kind of right but not main reason 5. Bubbas mother and grandmother were shrimp cooks so Bubba knew everything has to be known about shrimp cooking. A) properly used B) Forrest misperception C) kind of right but not main reason 6. Forrest Gump said yes drill sergeant everytime he was asked in the army therefore he was a successful soldier. A) properly used B) Forrest misperception C) kind of right but not main reason 7. Forrest Gump did well in the army because he had an IQ of 160. A) properly used B) sergeants misperception C) kind of right but not main reason 8. Forrest fit in the army due to the fact that he was making his bed real neat, standing up straight and answering yes drill sergeant. A) properly used B) Forrest misperception C) kind of right but not main reason 9. Forrest Gump felt lonely in the army because his mom and Jenny were not there. A) properly used B) Forrest misperception C) kind of right but not main reason 10. Jenny was thrown out of school due to a problem with a photo on her school sweater. A) properly used B) Forrest misperception C) kind of right but not main reason

---------------------------Handout B1 (Pre-writing)

Brainstrom

Plot:
The plot of a story tells who does what as the story undolds. It tells how the characters behave in the face of a conflict, the struggle or major problem around which the story is build. Once the central conflict is revealed, the plot moves briskly on to the greates part of the conflict: the climax.

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Handout B2 (Writing)

Drafting

Write the plot for Forrest gump answering the following questions: 1. How does each event in the plot affect the characters? 2. What do details in the plot reveal about the central conflict? 3. What do the climax and the ending reveal about the theme? ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________

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Handout A2 (practice)

Cause & Result

1. You get a college degree because of playing football for 5 years. A) properly used B) Forrest misperception C) kind of right but not main reason 2. Forrest got a college degree so his mama was proud. A) properly used B) Forrest misperception C) kind of right but not main reason 3. As a result of being in the army you dont tell your name to the bus driver. A) properly used B) Forrest misperception C) kind of right but not main reason 4. He might have made a mistake since he was yelled at during his induction day in the army. A) properly used B) Forrest misperception C) kind of right but not main reason 5. Bubbas mother and grandmother were shrimp cooks so Bubba knew everything has to be known about shrimp cooking. A) properly used B) Forrest misperception C) kind of right but not main reason 6. Forrest Gump said yes drill sergeant everytime he was asked in the army therefore he was a successful soldier. A) properly used B) Forrest misperception C) kind of right but not main reason 7. Forrest Gump did well in the army because he had an IQ of 160. A) properly used B) sergeants misperception C) kind of right but not main reason 8. Forrest fit in the army due to the fact that he was making his bed real neat, standing up straight and answering yes drill sergeant. A) properly used B) Forrest misperception C) kind of right but not main reason 9. Forrest Gump felt lonely in the army because his mom and Jenny were not there. A) properly used B) Forrest misperception C) kind of right but not main reason 10. Jenny was thrown out of school due to a problem with a photo on her school sweater. A) properly used B) Forrest misperception C) kind of right but not main reason

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---------------------------Handout B1 (Pre-writing)

Brainstrom

Plot:

The plot of a story tells who does what as the story undolds. It tells how the characters behave in the face of a conflict, the struggle or major problem around which the story is build. Once the central conflict is revealed, the plot moves briskly on to the greates part of the conflict: the climax.

---------------------------Handout B2 (Writing)

Drafting

Write the plot for Forrest gump answering the following questions: 4. How does each event in the plot affect the characters? 5. What do details in the plot reveal about the central conflict? 6. What do the climax and the ending reveal about the theme? ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________

---------------------------Memorable Quotes from Forrest Gump (1994)


Forrest Gump: Will you marry me? [Jenny turns and looks at him] Forrest Gump: I'd make a good husband, Jenny. Jenny Curran: You would, Forrest. Forrest Gump: But you won't marry me. Jenny Curran: You don't wanna marry me. Forrest Gump: Why don't you love me, Jenny? I'm not a smart man, but I know what love is. Forrest Gump: I'm not a smart man. But I *know* what love is.

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Forrest Gump: Momma always said life was like a box of chocolates. You never know what you're gonna get. Jenny Curran: Run Forrest! Run! [young Jenny's father is chasing her through the fields to beat her when she stops and hides] Young Jenny Curran: Dear God, make me a bird. So I could fly far. Far far away from here. Forrest Gump: My momma always said, "Life was like a box of chocolates. You never know what you're gonna get." Mrs. Gump: You have to do the best with what God gave you. Forrest Gump: Mama always said, dying was a part of life. Forrest Gump: Her dream had come true. She was a folk singer. Forrest Gump: When I was in China on the All-American Ping Pong team, I just loved playing ping-pong with my Flexolite ping pong paddle. Forrest Gump: Mama says they was magic shoes. They could take me anywhere. Lieutenant Daniel Taylor: Have you found Jesus yet, Gump? Forrest Gump: I didn't know I was supposed to be looking for him, sir. Forrest Gump: Lieutenant Dan, what are you doing here? Lieutenant Daniel Taylor: I'm here to try out my sea legs. Forrest Gump: But you ain't got no legs, Lieutenant Dan. Lieutenant Daniel Taylor: [mildly irritated, but understanding] Yes... yes, I know that. You wrote me a letter, you idiot! Jenny Curran: Do you think I could fly off this bridge, Forrest? Forrest Gump: What do you mean , Jenny? Jenny Curran: Nothing. Forrest Gump: Mama always said life was like a box a chocolates, never know what you're gonna get. [Forrest has finished assembling his rifle] Forrest Gump: DONE, DRILL SERGEANT! Drill Sergeant: GUUUUUUMP! Why did you put that weapon together so quickly, Gump? Forrest Gump: Because you told me to, Drill Sergeant? Drill Sergeant: Outstanding, Gump! This is a new company record! If it weren't such a waste of a fine enlisted man I'd recommend you for OCS! You are gonna be a general someday, Gump! Bubba: Anyway, like I was sayin', shrimp is the fruit of the sea. You can barbecue it, boil it, broil it, bake it, saute it. Dey's uh, shrimp-kabobs, shrimp creole, shrimp gumbo. Pan fried, deep fried, stir-fried. There's pineapple shrimp, lemon shrimp, coconut shrimp, pepper shrimp, shrimp soup, shrimp stew, shrimp salad, shrimp and potatoes, shrimp burger, shrimp sandwich. That- that's about it. Bubba: Have you ever been on a shrimp boat? Forrest Gump: No, but I've been on a real big boat. Forrest Gump: Now you wouldn't believe me if I told you, but I could run like the wind blows. From that day on, if I was ever going somewhere, I was running! [Repeated line] Forrest Gump: Stupid is as stupid does. Mrs. Gump: Life's a box of chocolates, Forrest. You never know what you're gonna get.

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Forrest Gump: Sometimes, I guess there's just not enough rocks. Drill Sergeant: Gump! What's your sole purpose in this army? Forrest Gump: To do whatever you tell me, drill sergeant! Drill Sergeant: God damn it, Gump! You're a god damn genius! This is the most outstanding answer I have ever heard. You must have a goddamn I.Q. of 160. You are goddamn gifted, Private Gump. Listen up, people... Forrest Gump: Now for some reason I fit in the army like one of them round pegs. It's not really hard. You just make your bed real neat and remember to stand up straight and always answer every question with "Yes, drill sergeant." Drill Sergeant: ...Is that clear? Forrest Gump: Yes, drill sergeant! Fat Man at Bench: It was a bullet, wasn't it? Forrest Gump: A bullet? Fat Man at Bench: That jumped up and bit you. Forrest Gump: Oh, yes sir. Bit me right in the buttocks. They said it was a million dollar wound, but the army must keep that money 'cause I still haven't seen a nickel of that million dollars. Forrest Gump: I'm sorry I had to fight in the middle of your Black Panther party. Bubba: My given name is Benjamin Buford Blue, but people call me Bubba. Just like one of them ol' redneck boys. Can you believe that? Forrest Gump: My name's Forrest Gump. People call me Forrest Gump. [first lines] Forrest Gump: Hello. My name's Forrest, Forrest Gump. You want a chocolate? [repeated line] Forrest Gump: We were like peas and carrots, Jenny and I. Forrest Gump: I'm sorry I ruined your New Year's Eve party, Lieutenant Dan. She tasted like cigarettes. Jenny Curran: His name's Forrest. Forrest Gump: Like me. Jenny Curran: I named him after his daddy. Forrest Gump: He got a daddy named Forrest, too? Jenny Curran: You're his daddy, Forrest. Forrest Gump: When I got tired, I slept. When I got hungry, I ate. When I had to go, you know, I went. Elderly Southern Woman on Park Bench: And so, you just ran? Forrest Gump: Yeah. Lieutenant Daniel Taylor: Where are you boys from in the world? Forrest Gump, Bubba: Alabama, sir! Lieutenant Daniel Taylor: You twins? Forrest Gump: No, we are not relations, sir. Lieutenant Daniel Taylor: That's what all these cripples down at the VA talk about: Jesus this and Jesus that. They even had a priest come and talk to me. He said God is listening and if I found Jesus, I'd get to walk beside him in the kingdom of Heaven. Did you hear what I said? WALK beside him in the kingdom of Heaven! Well kiss my crippled ass. God is listening? What a crock of shit. Forrest Gump: Hello. I'm Forrest, Forrest Gump. Recruit Officer: Nobody gives a hunky shit who you are, pus ball. You're not even a low-life, scum-sucking maggot. Get your ass on the bus, you're in the army now!

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Jenny Curran: Have you ever been with a girl, Forrest? Forrest Gump: I sit next to them in my Home Economics class all the time. John F. Kennedy: Congratulations, how do you feel? Forrest Gump: I gotta pee. John F. Kennedy: [turning to camera] I believe he said he had to go pee. Heh heh. Lyndon B. Johnson: [Putting medal on Forrest] America owes you a debt of gratitude, son. Now I understand you were wounded. Where were you hit? Forrest Gump: In the buttocks. Lyndon B. Johnson: Oh that must be a site. [Whispering to Forrest] Lyndon B. Johnson: I'd like to see that. [Forrest shows him; Johnson walks away embarrassed] Lyndon B. Johnson: God damn, son. Abbie Hoffman: Tell us a little bit about the war, man. Forrest Gump: The war in Vietnam? Abbie Hoffman: [to audience] War in Viet-Fucking-Nam! [Audience cheers] Richard M. Nixon: Therefore, I shall resign the presidency effective at noon tomorrow. Vice president Ford will be sworn into office at that hour in this office. Forrest Gump: [in the Watergate hotel; on phone with security] Yeah, sir, you might want to send a maintenance man over to that office across the way. The lights are off, and they must be looking for a fuse box, 'cause them flashlights, they keep me awake. [Forrest has just graduated from college] Recruit Officer: Have you given any thought to your future, son? Forrest Gump: "Thought"? [Describing Vietnam] Forrest Gump: We was always taking long walks, and we was always looking for a guy named "Charlie". Forrest Gump: The best thing about visiting the President is the food! Now, since it was all free, and I wasn't hungry but thirsty, I must've drank me fifteen Dr. Peppers. Forrest Gump: [dejected] No shrimp. Lieutenant Daniel Taylor: Where the Hell is this God of yours? Forrest Gump: [narrating] It's funny Lieutenant Dan said that, 'cause right then, God showed up. Forrest Gump: My Mama always said you've got to put the past behind you before you can move on. [Forrest Gump referring to Apple Computer] Forrest Gump: Lieutenant Dan got me invested in some kind of fruit company. So then I got a call from him, saying we don't have to worry about money no more. And I said, that's good! One less thing. Bumper Sticker Guy: [running after Forrest] Hey man! Hey listen, I was wondering if you might help me. 'Cause I'm in the bumper sticker business and I've been trying to think of a good slogan, and since you've been such a big inspiration to the people around here I thought you might be able to help me jump into - WOAH! Man, you just ran through a big pile of dog shit! Forrest Gump: It happens. Bumper Sticker guy: What, shit? Forrest Gump: Sometimes.

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Forrest Gump: [running] I had run for 3 years, 2 months, 14 days, and 16 hours. [he stops and turns around] Runner: Quiet, quiet! He's gonna say something! Forrest Gump: [pause] I'm pretty tired... I think I'll go home now. Dorothy Harris: Are you coming along? Young Forrest Gump: Mama said not to be taking rides from strangers. Dorothy Harris: This is the bus to school. Young Forrest Gump: I'm Forrest, Forrest Gump. Dorothy Harris: I'm Dorothy Harris. Young Forrest Gump: Well, now we ain't strangers anymore. [last lines] Dorothy Harris: You understand this is the bus to the school, now, don'tcha? Forrest Gump Jr.: Of course; and you're Dorothy Harris, and I'm Forrest Gump. Jenny Curran: Were you scared in Vietnam? Forrest Gump: Yes. Well, I-I don't know. Sometimes it would stop raining long enough for the stars to come out... and then it was nice. It was like just before the sun goes to bed down on the bayou. There was always a million sparkles on the water... like that mountain lake. It was so clear, Jenny, it looked like there were two skies one on top of the other. And then in the desert, when the sun comes up, I couldn't tell where heaven stopped and the earth began. It's so beautiful. Jenny Curran: I wish I could've been there with you. Forrest Gump: You were. Old man in barbershop: That boy sure is a runnin' fool! Forrest Gump: Mama always had a way of explaining things so I could understand them. Forrest Gump: What's my destiny, Mama? Mrs. Gump: You're gonna have to figure that out for yourself. Forrest Gump: That day, for no particular reason, I decided to go for a little run. So I ran to the end of the road. And when I got there, I thought maybe I'd run to the end of town. And when I got there, I thought maybe I'd just run across Greenbow County. And I figured, since I run this far, maybe I'd just run across the great state of Alabama. And that's what I did. I ran clear across Alabama. For no particular reason I just kept on going. I ran clear to the ocean. And when I got there, I figured, since I'd gone this far, I might as well turn around, just keep on going. When I got to another ocean, I figured, since I'd gone this far, I might as well just turn back, keep right on going. Forrest Gump: I don't know if we each have a destiny, or if we're all just floatin' around accidental-like on a breeze. But I, I think maybe it's both. Forrest Gump: In the land of China, people hardly got nothing at all. John Lennon: No possessions? Forrest Gump: And in China they never go to church. John Lennon: No religion too? Dick Cavett: Ah. Hard to imagine. John Lennon: Well it's easy if you try, Dick. Coach Bryant: He may be the stupidest son of a bitch, but damn, he sure is fast! Mrs. Gump: Remember what I told you, Forrest. You're no different than anybody else is. Did you hear what I said, Forrest? You're the same as everybody else. You are no different. Principal: Your boy's... different, Miz Gump. His IQ's 75. Mrs. Gump: Well, we're all different, Mr. Hancock. Mrs. Gump: Vacation's when you go somewhere... and you don't ever come back.

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Jenny Curran: Do you ever dream, Forrest, about who you're gonna be? Forrest Gump: Who I'm gonna be? Jenny Curran: Yeah. Forrest Gump: Aren't-aren't I going to be me? Jenny Curran: You can't keep trying to rescue me all the time. Forrest Gump: They was trying to grab you. Jenny Curran: A lot of people try to grab me. Jenny Curran: Can I have a ride? Pickup-Truck Driver: Where are you going? Jenny Curran: I don't care. Forrest Gump: He was from a long great military tradition. Somebody from his family had fought and died in every single American war. I guess you could say he had a lot to live up to. Forrest Gump: Lieutenant Dan was always getting these funny feelings about a rock or a trail or the road, so he'd tell us to get down, shut up. Lieutenant Daniel Taylor: Get down! Shut up! Forrest Gump: So we did. [Forrest Gump listing some of his comrades] Forrest Gump: There was Dallas, from Phoenix; Cleveland - he was from Detroit; and Tex... well, I don't remember where Tex come from. [when the bullies from school were chasing him] Jenny Curran: Run, Forrest! Run! [Forrest is waiting with Forrest Jr. for the school bus on little Forrest's first day of school in Greenbow. The bus arrives and little Forrest is about to board it] Forrest Gump: Forrest, don't... [pause, then] Forrest Gump: I just wanted to tell you I love you. Forrest Gump Jr.: I love you too, Daddy. Jenny Curran: Why are you so good to me? Forrest Gump: You're my girl! Jenny Curran: [pause] I'll always be your girl. Forrest Gump: [to Jenny] They're sendin me to Vietnam... [Jenny is dispondent] Forrest Gump: ...It's this whole other Country [Jenny has told Forrest that she has an incurable disease and the doctors don't know what to do] Forrest Gump: You could come home with me, to my house in Greenbow, Jenny, you and little Forrest. If you're sick I'll take care of you. Jenny Curran: Will you marry me, Forrest? Forrest Gump: Okay... Lieutenant Daniel Taylor: I never thanked you for saving my life. Young Jenny Curran: You can sit next to me, if ya like. Lieutenant Daniel Taylor: [while being ambushed] You guys get that pig unfucked and get it ready!

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Business Data for Forrest Gump (1994)


Budget $55,000,000 (estimated) Opening Weekend $24,000,000 (USA) AUD 4,585,770 (Australia) (19 November 1994) Gross $329,691,196 (USA) 15,803,823 (UK) (16 April 1995) 13,423,129 (UK) (11 December 1994) 11,302,303 (UK) (13 November 1994) $673,800,000 (Worldwide) $344,100,000 (Non-USA) AUD 30,562,133 (Australia) ( 1995) $2,500,000 (China) $578,200 (Czech Republic) $1,300,000 (Denmark) $2,241,845 (Finland) HKD 33,565,555 (Hong Kong) (1 June 1995) NOK 29,987,869 (Norway) $4,818,500 (Sweden) SEK 61,344,695 (Sweden) $2,983,000 (Switzerland) 4,063,611 (The Netherlands) Admissions 700,000 (Austria) 255,715 (Finland) 3,511,776 (France) (30 May 1995) 7,578,000 (Germany) 988,470 (Sweden) 625,852 (The Netherlands) Rentals $156,000,000 (USA) Production Dates 8 August 1993 - December 1993 Copyright Holder Paramount Pictures

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Identify the Quotes mentioned in the clip and sequence them. (If you have the film sequence all of them) Look in the internet site and write your own comment about the film. Memorize the Plot Keywords provided. Apply any of the mnemonic devices suggested.

Plot Summary for Murder by Numbers (2002)

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'Murder By Numbers' is a psychological suspense-thriller that tells the story of a tenacious homicide detective, Cassie Mayweather (Sandra Bullock) and her new partner Sam Kennedy (Ben Chaplin) who become pitted against two gifted high school students (Ryan Gosling and Michael Pitt) who execute a perfect murder. Everyone engages in an intellectual contest to find or hide the truth.

A. Vocabulary (handouts A)
Presentation (handout a1) Mnemonic Devices (handout a2) Application Distribute the handout A1 and give students the pronunciation of the vocabulary. Distribute the handout A2 along with the quotes, and go over the instructions with the students. Tell them they are supposed to find the vocabulary from the list in the quotes. Give students some time to finish this task. Play the video-clip and ask the students to write the words from the list that are mentioned in the clip and not mention in the quotes. Finally ask the students to write the words that are not in the quotes nor in the clip. Once they have classified the words ask the students to tell you the possible meaning of those words. Make sure their predictions are correct. Ask the students to look in a dictionary all the words they dont understand.

B. Writing (handouts B)
Pre-writing (handout b1) Drafting (handout b2) Revising Distribute handout B1 or use the handout A2 organized. Get the students practice it with different moods. Walk around as they do it and make sure they are using appropriate intonation pattern and gestures for it. Mute the video and get some students be the voice of the actors. Give them some time to practice it before you actually check it.

C. VIDEO ACTIVITIES Creative Completion


What happened before? Look at the scene and have a conversation of what happened before What happened after? Watch the clip and write what happened after.

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---------------------------Handout A1 (Presentation)

Vocabulary:
chick spread take back freaking stranguled tests mock nods houseboat interrogation hammer

Plot Keywords for Murder by Numbers (2002)



murder evidence high-school hyena crawling vomit hemorrhaging relentless partners peanut butter wishper suicide

penis slacks homicide piquerism postmortem fight baboon crime-scene hair perfect-murder greenhouse

---------------------------Handout A2 (Mmnemonic Devices) Vocabulary in Context :


Students Name: _________________________________________ Grade: ________________
Read the quotes and circle the words from the previous list that you find, then watch the clip and find out other words from that list that are not on the quotes but appear on the clip. Finally cross out the words that do not appear neither in the clip nor in the quotes.

Identifying words in context


Words in the quotes:

Words in the video-clip

Words in none of the previous:

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---------------------------Memorable Quotes from Murder by Numbers (2002)


Justin: I enjoy taking indefensible positions and creating an argument for them. Richard: Please, that chick spreads like peanut butter. Cassie: Welcome to Homicide. Cassie: You get one life, and whatever you do with it, and whatever is done to you, you've got to face that. You can't pretend it didn't happen. Richard: I'm the only person who really cares about you... You know, I think I'm the only person who sees how incredible you really are. Richard: Man cannot live freely without embracing suicide and crime. Justin: A pact made with relentless fire that says, while some live, others must die. Cassie: Do you know why they call me the hyena? Sam: No, why do they? Cassie: Female hyenas have a kind of mock penis. You figure it out. Sam: Does that bother you? Cassie: No, I just wear loose-fitting slacks, it's really not a problem. Sam: He doesn't fit the profile. Cassie: The profile doesn't fit the profile. Cassie: Look it's not just about sex, okay? I really respect you as a person. [laughs] Cap. Rod Cody: You're supposed to identify yourself with the murderer, not the victim. Sam: What are you doing? Cassie: It's called sex. It's fun, you should try it. Richard: [listening to loud rock music] Hey, Lisa! Wanna ride? Lisa Mills: We already did that Richard. Richard: Oh, come on. You know what I mean. [starts dancing] Richard: It's a party in here. Lisa Mills: You're gonna get run over. Richard: I don't care, really. [keeps grabbing steering wheel] Richard: Please. Cassie: Fine then, what do you want? Sam: Right now? This. Justin: You were going to sit here and watch me kill myself.

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Cassie: Can you do me a favor? Lean over and whisper something in my ear. Sam: [whispering] You know what I said about getting different partners. Cassie: Are you serious? Sam: [still whispering] I take that back. Cassie: Did you find the videotape? [Sam nods] Cassie: It's a freakin' baboon hair! Justin: We have to pay for what we did.

---------------------------Handout B1 (Pre-writing) Vocabulary in Context:Brainstrom


Chose as many words as you can from the handout A-1 and write sentences that describe what you saw on the videoclip. ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________

---------------------------Handout B2 (Drafting) Paragraph


Sequence your previous sentences in a logical order to make up a paragraph. Remember that a paragraph must have a topic sentence and at least three supporting ideas. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

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Handout A1 (Presentation)

Vocabulary:

---------------------------Read the quotes and circle the words from the previous list that you find, then watch the clip and find out other words from that list that are not on the quotes but appear on the clip. Finally cross out the words that do not appear neither in the clip nor in the quotes.

Identifying words in context


Words in the quotes: hyena, relentless, partners, peanut butter, wishper, suicide, spread, freaking, mock, nods, penis, slacks, homicide, baboon, hair,take back (16 words) Words in the video-clip but not in the quotes: evidence, crawling, vomit, hemorrhaging, strangled, piquerism, post-mortum,fight,crime-scene. (9 words)

Words in none of the previous: murder, high-school,chick, tests,houseboat,interrogation, hammer, perfect-murder, greenhouse. (9 words) Total (34 words)

---------------------------Memorable QuotesfromMurder byNumbers(2002) Justin: I enjoy taking indefensible positions and creating an argument for them. Richard: Please, that chick spreads like peanut butter. Cassie: Welcome to Homicide. Cassie: You get one life, and whatever you do with it, and whatever is done to you, you've got to face that. You can't pretend it didn't happen. Richard: I'm the only person who really cares about you... You know, I think I'm the only person who sees how incredible you really are. Richard: Man cannot live freely without embracing suicide and crime. Justin: A pact made with relentless fire that says, while some live, others must die. Cassie: Do you know why they call me the hyena? Sam: No, why do they? Cassie: Female hyenas have a kind of mock penis. You figure it out. Sam: Does that bother you? Cassie: No, I just wear loose-fitting slacks, it's really not a problem. Sam: He doesn't fit the profile. Cassie: The profile doesn't fit the profile.

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Cassie: Look it's not just about sex, okay? I really respect you as a person. [laughs] Cap. Rod Cody: You're supposed to identify yourself with the murderer, not the victim. Sam: What are you doing? Cassie: It's called sex. It's fun, you should try it. Richard: [listening to loud rock music] Hey, Lisa! Wanna ride? Lisa Mills: We already did that Richard. Richard: Oh, come on. You know what I mean. [starts dancing] Richard: It's a party in here. Lisa Mills: You're gonna get run over. Richard: I don't care, really. [keeps grabbing steering wheel] Richard: Please. Cassie: Fine then, what do you want? Sam: Right now? This. Justin: You were going to sit here and watch me kill myself. Cassie: Can you do me a favor? Lean over and whisper something in my ear. Sam: [whispering] You know what I said about getting different partners. Cassie: Are you serious? Sam: [still whispering] I take that back. Cassie: Did you find the videotape? [Sam nods] Cassie: It's a freakin' baboon hair! Justin: We have to pay for what we did.

---------------------------Handout B1 (Pre-writing) Vocabulary in Context:Brainstrom

---------------------------Handout B2 (Drafting) Paragraph


ANSWERS MAY VARY

ANSWERS MAY VARY

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Movies and Video in ELT Graciela Valdez Vera (author) All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted,in any form or by any means without the prior permission of Multiples Int. Co. REG.

Movies and Video in ELT

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