This blog contains a series of movie segments to be used to brainstorm, warm up, follow up, and activate schemata, preparing the students for the topic that will be discussed in class. Here you will find the segments, the lesson plans, and varied topics to foster conversation. You may use the activities for a full two-hour class or they can be used separately to brainstorm or wrap up the topic, focusing on conversation, vocabulary and listening comprehension.
1. How do wild animals communicate with each other?
2. Can wild animals communicate with humans?
3. Is it possible to communicate with a wild animal if you are being attacked by it?
4. Read what some researches say about it:
How do wild animals communicate?
Even if the animals do not know how to speak, they have
their own ways for communication. The whales sing, the wolves howl, the frog
croaks, the bird will chirp, the dog will bark and the list goes on. If you
have a pet dog in your house, you would probably understand his feelings when
he waves his tail.
A lot of the wild animals depend upon verbal as well as non
verbal modes of communication. And, this includes:
calls or sounds
waving of tails
marking of scents using urine and feces
gestures made with the help of postures, visual signs etc.
As per the research done by Chomsky in 1957 and Pearce in
1987, the animal communication does not have any kind of grammar. While the
humans learn the language skills and build on the vocabulary because of their
innate intelligence, animals do not learn any such thing. As per Hockett, there
are 13 features which go into a language. And, the animals are actually capable
of learning the languages and communication systems. It would be difficult for
the animals to learn the languages of the humans so they can be taught to use
their hands for the sign language. Birds like parrots can be taught human
speech. Dolphins can be made to understand the gestures and sounds.
The wild animals can make use of any of the communication
methods described above for their communicating purposes.
5. Do you agree with the research? Why (not)?
6. Watch the movie segment and observe how the communication between humans and dinosaurs take place in the segment. What was mentioned in the research that you managed to see in the scene?
I. Work in small groups to discuss the questions below:
1. Describe your family.
2. How often do you spend using the computer? What about the other people in your family?
3. Are there restrictions to the use of technology - cell phones, the Internet, games - in your family? Talk about them.
4. Does technology bring people together or does it separate the family members? Explain it.
5. How savvy is each member of your family?
II. Watch the movie segment and answer the questions.
1. Describe the family in the movie segment.
2. How is technology dealt with in the family?
3. What are the rules?
4. Are the rules fair? Why?
5. How do you assess this family relationship?
II. Watch this video clip - I FORGOT MY PHONE - that shows how the use of cell phones can affect people's lives. Then make a summary of the negative and positive uses of cell phones you managed to see in the snippet and mention which of the things you saw in the clip you have already done.
I read great reviews of this movie, but I thought it was boring. However, there are great scenes that you can use in the classroom. This is one of them.
I. Work in groups. Watch the segment and make a list of all the things that you managed to see that the director believes are going to be common place in the future.
Ex; There will be flying cars.
II. Work now with different students. Show each other your lists. Then decide which features you believe will come true in the future, why (not), and if they will be better or worse for the population.
III. Work with a different partner.Design the ideal world for the future. Imagine that there are no limits to what you can do, Then share your "new world" with the class.Be creative!
This is a polemic movie. The scenes were edited and put together for the effectiveness of the activity. My students enjoyed it a lot and we had a lot of discussion during the whole class. Very thought-provoking. Use it with adults only.
I. Work in small groups. Read some laws from different countries, regarding Criminal Age of Responsibility. Decide if you agree or disagree and why. Sometimes you can disagree partially, for example.
Children who commit crimes have a complicated status as far as the legal world is concerned. Since they are children with less understanding of the laws, they deserve special protections. However, since they are still minors, they do not have all the constitutional rights that adults have.
No person can be held criminally responsible for anything done while under the age of 16. A child older than 16 but younger than 18 can only be held criminally responsible where the offence is punishable by deprivation of liberty for more than two years.
People can be held criminally responsible from the age of 16 [Penal Code, Article 5], but can be subject to socio-educative measures from the age of 12, including those amounting to deprivation of liberty.
The minimum age of criminal responsibility is formally 18. If a person is under the age of 18, an alleged criminal offence is considered an infraction and the person would be subject to “socio-educative measures”. If over 12, the measures may include community service and partial or total institutionalization in a socio-education facility. If under 12, the child can be placed in a foster home or with a family, among other measures including psychological accompaniment and mandatory attendance of classes, which can also be applied to children older than 12.
No person can be convicted of an offence in respect of an act or omission committed while under under the age of 12. [Criminal Code, Section 13]
Persons aged 13 or more can be sentenced to penal measures under the Penal Code [Penal Code, Articles 50 and 51].
The minimum age of criminal responsibility is formally 18. Where a person under 18 infringes the criminal law, he or she is considered to have committed “an infraction” and can be subjected to socio-educative measures, though these measures include deprivation of liberty.
Trinidad and Tobago
The minimum age of criminal responsibility is not defined by legislation and so is governed by the common law. Children under the age of seven cannot be held criminally responsible for any offence , and there is a presumption that children aged 10 to 14 cannot be held criminally responsible, though this presumption can be rebutted where it can be demonstrated “that the child knew that his act was seriously wrong … at the time when he did it”.
The minimum age of criminal liability is set at the federal and state level in the United States. At the state level, 33 states set no minimum age of criminal responsibility, theoretically allowing a child to be sentenced to criminal penalties at any age, though in most of these states a capacity related test is applied.
Children can be held criminally liable from the age of 12.
Persons under the age of 18 “able to understand what they are doing” are criminally responsible for the felonies, misdemeanours or petty offences of which they have been found guilty, and may be subject to measures of protection, assistance, supervision and education according to the conditions laid down by specific legislation. There is no absolute minimum age set at which children become able to be held criminally responsible, but a child will usually be considered to have “discernment” between the ages of 8 and 10.
Children can be held criminally liable for offences committed from the age of 12.
No person can be punished for an offence committed while under the age of 15.
England and Wales.
Children can be held liable for criminal offences from the age of 10.
Generally, people can be held criminally responsible from the age of 16, but children can be held criminally responsible for intentional homicide, intentionally hurting another person so as to cause serious injury of death, rape, robbery, drug-trafficking, arson, explosion or poisoning from the age of 14.
No person can be held criminally responsible for an act committed while he or she was under the age of seven [Indian Penal Code, Section 82] and no person can be held criminally responsible for an act committed while under 12 while of “immature understanding”. A child will be considered to be of “immature understanding” when he or she “has not attained sufficient maturity of understanding to judge the nature and consequences of his conduct on that occasion.”
People can be held criminally responsible for their actions from the age of 8
A child who commits an offence while under the age of 10 is not considered to have criminal capacity and so cannot be prosecuted. A child who is older than 10 but younger than 14 is presumed to lack criminal capacity unless the State proves otherwise. In order to prove that a child has criminal capacity, the State must demonstrate beyond reasonable doubt that the child was able to appreciate the difference between right and wrong at the time of the commission of the alleged offence and to act in accordance with that appreciation.
II. Watch the movie segment.
1. What was the crime?
2. They were children when the murder happened. What punishment should have been applied?
3. Was justice made? Why (not)?
4. What is the risk of convicting an innocent child that is the suspect of a crime? What are the consequences in a teen's life? Who was guilty? Both of them, none of them, or just one of them? Explain it.
4. Do you think they were aware of what they were doing? Does it make a difference in the situation?
Most people did not have the opportunity to see this movie, which is really good. I love this scene!
I. Work in pairs:
1. Do you like to meditate? Why (not)? 2. Why do you think people like to meditate? Do they like it or do they need it? 3. Would you change your life completely to find peace of mind even if it meant that you would have to leave all your family and friends behind and move to a monastery in a foreign country? Explain it. Inspired by
Why people meditate: We meditate in order to cultivate awareness. Rather than being lost in thoughts, emotions, desires, we wish to be aware of them. We train ourselves to be non-reactive. Meditation allows us to observe our thoughts without having to jump on board, we don’t have to get lost in all these stories. We can feel our emotions fully without having to turn them into a whole story. Thoughts are just thoughts. Feelings are just feelings. Urges are just urges, nothing more. As our mind becomes clear and balanced there will be more space for positive and creative thinking. We will no longer be slaves of our desires and cravings, as through meditation we learn to observe and let go.
of meditation. Do you agree or disagree with these statements? Are they true to you? Explain it.
relieves overall stress. It can lighten the load of a busy day and relieve your
physical and emotional stress through relaxation.
- It helps you look young by getting rid of all that
stress that can add wrinkles to your face and make you ill.
- It helps
you make better choices for yourself. Meditation helps you to cultivate
awareness of your own patterns and behaviors. As you begin to pay
attention to yourself and your life, you start to notice the small choices you
make each day –and how those choices add up to the sum total of who you are and
what you do in life.
- It helps
you heal your relationships. When you cultivate presence, you not only
truly listen to others, but you give them the freedom to be who they are
without our limiting prejudices and judgments getting in the way.
cultivates clarity. This sense of clarity and focus actually allows you to get
more done in less time without drama.
- It helps you curb pointless worrying. Meditation helps you to get real and
tune in to the present moment, the only place where peace resides. Inner peace
is a choice, and it's always here, now.
- The greatest gift that meditation can give is the
awareness that despite the seeming chaos, despite life not going how you think
it ought to, when you step back and experience the joy of just being, you come
to the realization that all is perfect, right now.
III. Watch the movie
segment and talk about why the main character decided to change his life. How
do you think meditation will help him? Would it help you?
I enjoyed this movie about Moby Dick. The special effects are awesome and the story is gripping. Lovely choice for a weekend.
I. Work in small groups. Make a list of 10 objects you would take with you if you had to live for one year alone with your group on a desert island with few resources. You all have to agree on the items.
II. Share your list with the rest of the class. Now imagine that you can only take the objects that all the groups wrote on each of their lists.
III. Now imagine what you would do to..........*
- Drink water
- Build a shelter
- Protect yourself from wild animals
- Prevent diseases
- Make food
* Remember - you only have the objects that all the groups came up with:
IV. Watch the movie segment and discuss what the survivors of a shipwreck did to survive. Were there similarities between what the movie characters did and what you said you would do?
The definition of a hero has changed profusely throughout
the evolution of society. In the days of Beowulf and the Vikings, a hero was a
man who was strong and courageous, willing and able to protect his tribe and
provide for his people. But today, since our culture has vastly changed, so has
the meaning of this word; now it is used for the brave and selfless people of
Beowulf is painted as a great hero before his name is
even mentioned in the story, and this image does not falter against those of
previous kings. Every man described as "great" through the story is
also always described as some combination of warrior, ring-giver, powerful, and
war-lord. Vikings were always either being attacked or
attacking someone else, therefore their leaders and heroes must be warriors to
keep the tribe alive.
II. Game: Work in pairs. Decide if the statements about the Vikings are true or false.
1. Vikings did not wear horned helmets. 2. Vikings were not simply savage brutes.
3. The Vikings were famous for sailing huge
distances from their home in Scandinavia between AD 800 and 1066. 4. The name ‘Viking means ‘a pirate raid’ in the Old Norse language. 5. Around 500 years before Christopher Columbus ‘discovered’ the American
continent, Vikings had visited its shores, landing in what is now Canada in
around AD 1000. 6 . Among the many gods Vikings believed in were Thor, the god of thunder, 7. The Vikings were expert boat builders and sailors. 8. When important Vikings died, they would be placed with all their
clothes, jewellery, even their animals, in a burial ship.
9.Vikings' favourite food is fish!
10. They were dirty and filthy.
11. They spent all their time raiding and warring
12. Vikings were a unified army
13. They were large and heavily muscled
III. How do you associate what you saw in the segment with the Vikings fact you read about? How is the hero shown in the segment?
Key: False: 10, 11, 12, 13 Vikings did not wear horned helmets. There is no evidence to suggest that they ever did, apart from in some ritual ceremonies. Having horned helmets would seriously impede your ability to fight effectively in close combat. Viking helmets were in fact conical, made from hard leather with wood and metallic reinforcement, or made in iron with a mask and chain mail. The idea of Vikings wearing horned helmets arose during the 19th century when romanticised and nationalistic views of the Viking people became popular.
Vikings were not simply savage brutes. Images of wild-haired, wild-eyed raiders are but a myth. In fact, the Anglo-Danes occupying parts of Great Britain were described as excessively clean by their Anglo-Saxon neighbours, as they insisted on bathing at least once a week and kept their hair well-groomed.
Archaeologists find evidence on a regular basis of combs, spoons and other grooming utensils that indicate the Viking people were very keen on maintaining personal hygiene.
They didn't spend all their time raiding and warring
While raiding proved an excellent source of income, many of the Vikings held farms back in their homeland that their wives maintained during Viking season. When the men returned home from a raid, they resumed their normal routine of farming. Vikings were NOT a unified army
Due to the difficult geographic location, the Scandinavian people were very spread out to conserve limited farmland. In addition, the penetration of Christianity caused many great divisions among the people still worshipping the traditional Nordic pantheon, further emphasizing the divided nature of the people.
5. They were large and heavily muscled
Due to the short summer seasons, growing crops was difficult and resources were always scarce. As a result, many of the Scandinavian people were much smaller than commonly depicted due to limited food sources. While the living conditions in Scandinavian regions were certainly harsh and made a hard people, many Vikings suffered from the scarcity of resources and the people set up their homes over great distances with no real unified leadership. During the Viking Age, the Scandinavian people were able to make a stronger push to the outside worlds and create a reputation for themselves beyond simple barbarism. While some Vikings were driven with the lust for riches, many sought more peaceful economic relationships with the surrounding nations.
It is an art to age well. It is very important that we prepare ourselves for our future and that we know how to deal with the new perspectives of an aging life, This is a funny scene, because I do not want the topic to have negative connotations. I hope you like it.
I. Divide the class into two groups. One group will come up with the pros of aging and the other group will come up with the cons of aging. They must justify their answers.
II. The groups share their ideas and complete their lists.
III. Sts read the Pros and Cons provided by the site and decide whether they actually addressed all the items.
The Pros of Aging
1. Aging gives each person unique experiences that they can
use for the greater good.
Ever hear the expression “Those who don’t learn from history are doomed to
repeat it” ever? Aging allows us the opportunity to learn from our mistakes so
that we don’t continue with them. This is knowledge that can then be passed
down from generation to generation, eventually benefiting all of humanity in
some cases. In others, it just means you learn not to touch a hot stove.
2. Aging provides certain rights and privileges.
In many cultures, those with gray hair are often revered because of the wisdom
that they can provide other. On a more basic level, aging provides people with
choices that allow them to consume alcohol, smoke, or even vote in elections.
As we each get older, there are certain rights and privileges we pick up along
the way that younger population demographics just don’t get to enjoy.
3. There’s a chance to make a lot more money.
Think that college degree is going to pay you a six figure salary right away?
For most people, they’ll need to think again. Aging provides experience that
can be turned into dollars and cents. If someone has run three successful tech
start ups and is getting ready to start a fourth while someone else is fresh out
of college with a degree and starting up their first idea, who is more likely
to get 100% funded? The person with a track record for success.
4. It offers the chance to experience new things.
Aging definitely comes with some specific stages. There’s our childhood. We’ve
got the teen years. Then there’s the long stage of being a working adult. We
might reach retirement. Then some folks wind up being in a place where others
must care for them. In each stage of life, we have the opportunity to
experience new things. Good or bad, it’s a dynamic part of the human
The Cons of Aging
1. Health care costs skyrocket.
As people get older, their health needs become more profound. Age extending
medications may be required. Surgeries to correct a lifetime of potentially
poor choices may be necessary. Parts of the body begin to wear out, requiring
therapies, replacement, or adaptive technologies. Older folks might be able to
make a lot more extra money, but they’ll need it to take care of their ailing
bodies in the future.
2. Everything just seems to ache at some point.
Just about everyone has gone to the doctor for a new ache or pain and been told
that it’s just a consequence of the aging process. When we were young, growing
pains could sometimes be so bad that we’d never want to get out of bed. As we
age, those same pains come back because of how we’ve used our bodies so that we
never want to get out of bed once again.
3. It can become difficult to compete in a changing
Technology has radically evolved over the last two decades and looks to
continue doing so into the future. Those changes required adaptation that the
aging population doesn’t always embrace. Tomorrow’s innovations are going to do
the same thing to us as email and social networking has done for this generation
of the senior population.
4. There’s no getting around the aging process.
As much as we all might like to be immortal, it just isn’t going to happen with
current technology. Average life spans have crossed the 80 year mark in a
number of countries and is continuing to grow. We’re living longer than ever
before, but the one simple fact remains: if we’re alive today, the aging
process is happening right now and one day we are going to wind up dying.
IV. Work in pairs and come up with tips to age well. Then share your lists with the class. Finally compare your list with the one provided by the awesome site that follows:
Give Yourself Reasons to Smile
Establish Healthy Eating Habits
Find Fun Activities that Make You Move
Spend Time with Positive People
Learn to Meditate - Ten minutes of meditation per day can help you to feel
calmer and more centered.
This is a thought-provoking movie that talks about how people's lives are digitally connected and its consequences in everyone's behavior. I was surprised with some of the topics that have changed in society, and sincerely, it made me worried. I loved it. Adults only.
Work in pairs:
I. Decide if the following behaviors are PR - Parents' rights to do it or if it IP - Invasion of Privacy. Explain why you believe so.
1 - Reading their children's personal diary or journal.
2- Checking their children's cell phones for calls, messages and What's App.
3 - Setting filters to block certain websites on their computers.
4 - Searching for drugs in their children's backpack.
5 - Checking the "history" of not recommended visited websites.
6 - Asking about their adolescent children's sexual life.
7. Asking their children if they are doing drugs.
8. Reading their children facebook's posts and deleting some of them.
9. Choosing their children's friends.
10. Researching on the Internet about their children's boyfriends and girlfriends or their families.
II. Watch the movie segment and discuss the questions:
1. Describe the scene. How would you describe the mother x daughter relationship?
2. Do they trust each other? Explain it.
3. Is the mother invading her privacy or is it her right to act like that to protect her daughter? Why?
4. How would you react if you were the mother? And the teenager?
5. How should this situation be addressed? What is the right thing to do?
I am Stephen King's greatest fan. The Shining is a classic and the movie with Jack Nicholson is really scary, However, this mini-series is more faithful to the original story in the book, so I liked it a lot as well. I even prefer it. Please, show this scene, which is not really scary, only to adult students. Mind your audience, please.
I. Many people
confuse Premonition, Precognition, Prophecy and Prediction. Read the definition
of each of them and match with their description.
( ) The source of the information is
attributed to God or some other supernatural source. It is generally
concern serious events on a grand scale.
( ) A form of extrasensory perception in
which the target is some future event that cannot be deduced from normally
known data in the present. It presents
itself in dreams by using types of symbols, events or odd feelings.
( ) A
feeling or impression that something is about to happen, especially something
ominous or dire, yet about which no normal information is available. They are mixtures of sounds, random images or
feelings that flash involuntary in your mind at any given time.
( ) It is an announcement regarding a
future event. It can be in the form of horoscopes, which are based on the
movement of the planets, or a form of divination, such as a tarot card reading.
In ancient times people used to go to oracles or temples to get advice. They don’t have
3, 1, 2, 4
II. Work in
movie segment and discuss the following questions:
1.So what exactly is precognition? It’s basically the ability to have a vision of a future event that could
not otherwise be anticipated through any known process. It’s the influence of a
future event that has yet to take place on an individual’s responses. How
does precognition take place in the segment?
2.Why isn't his behavior a premonition, a prophecy or a prediction. Explain it.
3.Do you believe precognition is actually
possible? What about premonitions, prophecies - the bible has many of them - and predictions? Do you know anyone
with those abilities? Talk about it. MOVIE SEGMENT DOWNLOAD - THE SHINING
I loved this documentary. Learning about arts and connecting it to language teaching activates the brain and critical thinking. Try watching it!
Banksy is the pseudonym of a street
artist known for his controversial, and often politically themed, stenciled
Banksy's artwork is characterized by striking images, often
combined with slogans. His work often engages political themes, satirically
critiquing war, capitalism, hypocrisy and greed.
Common subjects include rats,
apes, policemen, members of the royal family, and children. In October 2013, Banksy took to the streets of New York City. There he pledged to create a new piece of art for each day of his residency. As he explained to the Village Voice, "The plan is to live here, react to things, see the sights—and paint on them. Some of it will be pretty elaborate, and some will just be a scrawl on a toilet wall." During that month, he also sold some of his works on the street for $60 a piece, well below the market value for his art. Banksy's identity remains unknown, despite intense speculation. The two names most often suggested are Robert Banks and Robin Gunningham. Pictures that surfaced of a man who was supposedly Banksy pointed toward Gunningham, an artist who was born in Bristol in 1973. Gunningham moved to London around 2000, a timeline that correlates with the progression of Banksy's artwork. Others claim she is a woman because of her uniqueness and difference from other street artists, usually men.
I. Work in groups. Look at some of Banksy's work and discuss the questions below.
1. What is the message given by each of his work pieces?
2. Do you consider his work "art"? Why (not)?
3. Most of his work does not last for a long time like most street art. So, why is he so famous?
4. Recently, newspapers have announced that Banksy is probably a woman? Should she or he reveal his real name? Explain it?
A black hat hacker is an individual with extensive computer knowledge whose purpose is to breach or bypass Internet security. They are computer security hackers that break into computers and networks or also create computer viruses. The term “black hat” comes from old westerns where the bad guys usually wore black hats and the good guys wore white ones.“Black hat,” “white hat,” and “gray hat” can also refer to
behavior. For example, if someone says “that seems a bit black hat,” that means
that the action in question seems unethical.
I. Read the paragraphs below and make a guess. Complete the blanks with the expressions below:
1 - BLACK HATS
2- BLUE HATS
3 - WHITE HATS
4 - GRAY HATS
A) ______________________are also known as crackers or dark-side hackers. They violate computer security for personal gain (such as stealing credit card numbers or harvesting personal data for sale to identity thieves) or for pure maliciousness . They fit the widely-held stereotype that hackers are criminals performing illegal activities for personal gain and attacking others. They’re the computer criminals.
B) ______________________ also identify security weaknesses; but,
instead of performing malicious attacks and theft, they expose the security
flaw in such a way as to alert the owner that there is a breach so they can fix
it before someone can take advantage of it. They are sometimes paid consultants or actual employees of a company that needs its systems
protected. They’re the “ethical hackers,” experts in compromising computer security systems who use their abilities for good, ethical, and legal purposes rather than bad, unethical, and criminal purposes.
C) ________________________ don't work for their own personal gain or to cause carnage, but they may technically commit crimes and do arguably unethical things. They might attempt to compromise a computer system without permission, informing the organization after the fact and allowing them to fix the problem. While they didn’t use their access for bad purposes, they compromised a security system without permission, which is illegal.
D) ________________________ educate Microsoft engineers and executives on current and emerging security threats as part of continuing efforts to help protect our customers and secure our products, devices, and services. They serve as a great opportunity for invited security researchers to informally connect with Microsoft engineers who are passionate about security, furthering a bidirectional exchange of ideas at the event.