Despicable me

Here's another activity to work on everyday and sequence words with basic students. I used this great scene from the great movie "Despicable me".

Warm up: What do you know about these people?

They are...
Gru is...
Gru Has...
The girls are...
They have...

Activity 1: Watch the scene and check if the sentences are true or false.

1. Gru wakes up at 7 o’clock
2. He stretches
3. He runs
4. He takes a shower
5. He plays with a plastic horse
6. He brushes his teeth
7. He combs his hair
8. He cooks breakfast
9. He says the date was great
10. He dances
11. He drives to work
12. He greets some people on the street
13. He whistles
14. He helps an old lady crossing the street
15. He plays with a ball
16. He takes a gym lesson
17. He plays the drums
18. He gets to his job

After you watch:

Describe the activities he performs using the following words:

First, second, third, after that, then, after a short time, later, next, finally.

As a follow up, students could enter to educreations.com, choose some pictures and narrate their routines.

Here's the worksheet, I hope you find it useful.

See you around,
Claudio

How much is too much?

I'm sharing a set of activities for intermediate students to work on the use of much and many in the context of relationships. Along this lesson, they will be introduced to the structure, analyze it, practice and apply it.




Warm up: Brainstorm.

What words do you associate with love?
What are the first things you think of when you hear this word?

Activity 1: Check the following concepts and put them in the correct category. Add the nouns the students suggested in the previous activity.

calls - letters - time - times - kisses - attention - pressure - text mesages - visits - passion - demands 

Countable	Uncountable

Activity 2: Movie watching.



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Activity 3: Complete the underlined lines using much or many. Listen to the rest of the song and fill in the blanks.

There are too __________ questions
There is not one __________
There is no resurrection
There is so __________ confusion

And the love profusion
You make me __________
You make me __________
And the love vibration
You make me feel
You make it __________

There are too __________ options
There is no consolation
I have lost my __________
What I want is an __________

And the love profusion
You make me feel
You make me know
And the love __________
You make me feel
You make me shine
You make me feel
You make me shine
You make me feel

I got you under my skin - repeats

There is no __________
There is real isolation
There is so __________ destruction
What I want is a __________

Activity 4_ Listen to this other song and describe the things he does using much, many, too much, too many. How would you define this man?

Closure: Define unhealthy relationships by using much, many, too much, too many.

Eg: If a person calls you too many times a day...

I hope you find it useful,
Claudio

Gerunds and infinitives

I'm sharing an activity for students to practice the use of gerunds and infinitives through songs. Students are
supposed to choose the correct verb alternative (gerund or infinitive) and then listen in order to check. Hopefully, the power of  music will help our students remember the verbs patterns.






Can you think of any other examples?

I hope you find it useful.

Here's the worksheet.

Here's the audio:

Ratatouille

I'm sharing an activity for A1/ A2 students to work on the use of some and any in a conversation. Before that, they will identify vocabulary, check general understanding of a video and practice grammar. I used a segment from the fantastic "Ratatouille".

Warm up:

Watch the segments and tick the elements you see:

Hamburgers		Water		Salt
Cream		Oil		Garlic
Mayonnaise		Soup		Tomatoes
Onions		Lettuce		Potatoes

True or false:

Remy likes to cook                                            T                        F

A thin chef appears                                          T                        F

He tells Remy that this is his chance               T                        F

Remy doesn’t pay attention to him                 T                        F

Remy washes his hands                                    T                        F

Nobody sees him                                               T                        F

Complete the dialogue using some or any

Waiter: What would you like to order?

Client: I would like to order something delicious. What do you recommend?

Waiter: We have _______ really tasty dishes, for example chicken.

Client: mmm, not really. Do you have ______ vegetable soup?

Waiter: Of course. And what would you like to drink? Would you like ______ juice, ______ soda, ______

other thing?

Client: Is there ______ diet soda?

Waiter: Of course there is. Would you like any dessert?

Client: I would like ______ ice-cream. Is there ______ chocolate ice-cream?

Waiter: No, there isn’t. But we have ______ vanilla ice-cream

Client: I hate vanilla. Is there ______ strawberry ice-cream?

Waiter: We have ______ delicious strawberry ice-cream.

Client: I would like that.

Waiter: Would you like ______ other thing?

Client: Just the check please. How much is it?

Waiter: It’s $300.

Follow up:

Act the conversation and add the things that you would like to order. 

Here's the worksheet.

See you around,

Claudio