How to tell if someone likes you.

How To Tell If Someone Likes You By Monitoring Their Body Responses on Howcast

Step 1: Look for mirroring
Chat them up so you can observe their movements. If they begin to mimic you without even realizing it, they definitely like you. Now you just have to figure out if they like-like you.

If their feet point toward you even when their attention is elsewhere, the answer is probably yes.

Step 2: Read their palms
Look at their palms. If they’re face up, their subconscious is telling you they’re “open” to a relationship.

Step 3: Gaze into their eyes
Gaze into their eyes. When people are physically attracted to someone, their pupils dilate, or become bigger.

Step 4: Look for the Shy Di smile
Be on the lookout for the smile that earned the late Princess Diana the nickname Shy Di — eyes peeking up as the forehead is bowed. This is an unconscious gesture of flirting.

If they smile at you, check out the corners of their eyes. A genuine smile will cause crinkling; a polite smile won’t.

Step 5: Watch their shoulders
Watch their shoulders. Lifting both shoulders up is an automatic muscular reaction when a person meets someone they find attractive.

Heavenly appeals

Casper

Blood, it's not funny

Anyone who has ever tried to learn a new language must feel sympathy for this young learner of English. He is making such an effort to produce the language accurately but can’t comprehend why his efforts to communicate are being met with laughter.

Human beings are fascinated by other human beings and the video-sharing phenomenon lets us into the lives of everyday people all over the world. Language teachers can make use of such clips for more serious purposes such as the study of authentic language in use and linguistic and cultural diversity.

Time

tell the time in English (youtube)

What's Ernie's problem?
What does Bert propose to do?
How does Ernie solve the problem?

Past simple / Past continuous

Write sentences using past simple and past continuous.

While the bride was walking by the church aisle with her father, Mr Bean was walking behind them.

While the bride was walking by the church aisle, Mr Bean crased with them and made the bride's father fall.

Sports

How many different sports can you see?

Directions

FILM SCENE

http://moviesegmentstoassessgrammargoals.blogspot.com/search/label/giving%20directions


I. WATCH THE SEGMENT AND CHOOSE THE CORRECT ALTERNATIVE ACCORDING TO THE SEGMENT.


1. WHEN THEY LEFT, THEY TURNED LEFT / TURNED RIGHT / WENT AHEAD.

2. ON THE HIGHWAY, THEY WENT STRAIGHT AHEAD / TURNED LEFT / TURNED RIGHT

3. ON A SMALL ROAD, THEY PASSED ON / UNDER / IN FRONT OF A BRIDGE.

4. THEY DROVE FOR A LONG TIME ON / IN / THROUGH ANOTHER HIGHWAY AND TURNED LEFT / TURNED RIGHT ON THE EXIT.

5. AT/ BEHIND/ NEAR THE TRAFFIC LIGHT, THEY TURNED LEFT / TURNED RIGHT.

6. THE BEER, BED AND BREAKFAST IS ON / IN / NEAR THEIR RIGHT.

7. ANOTHER CAR TURNED LEFT / RIGHT BEFORE THEM AND PARKED IN / UNDER / FOR THE SPACE.

8. THEY COULDN'T PARK, SO THEY LEFT AND TURNED LEFT / RIGHT .

World record (spiders)

Questions

Tom is ... to get himself a New World Record.

going
determined
determining


The commenator asks Tom: "What record ... for tonight?"

are you going
are you doing
are you showing


125 is the biggest number of spiders that anyone has had on the body.

True
False
This information is not in the clip


Why is he doing this?

He wants to be famous.
He loves spiders.
He thinks it' s fun.


The spiders are a bit poisonous.

True
False
This information is not in the clip


What does Tom have to do to get himself a Guiness World record?

He must lie wihout his shorts on his back in the box for 30 sec. with 125 spiders on his body.
He must lie without his shorts on his back for 30 sec. with minimally 75 spiders on his body.
He must lie in his shorts on his back for 30 sec. with minimally 75 spiders on his body.


Tom doesn' t like the spiders on his face and his head.

True
False
This information is not in the clip


Why doesn't Tom get up before they remove all the spiders?

Because he is very ticklish.
Because he doesn' t want to squash any.
Because there is a spider on his eye.


How long was Tom in the box for?

30 sec
40 sec
55 sec


Tom has __________ a new record with 125 spiders.

left
set
said


Does Tom's mother mind?

No, she doesn't.
Yes, she does.
Just a little.


The Guiness World Record adjudicator's instructions are:

Tom can only wear shorts and has to lie on his back.
Tom has to lie on his back for more than thirty seconds.
Tom has to lie on the spiders for thirty seconds.


Tom says the spiders tickle. "Tickle" means...

it hurts
it gives you a pleasant or slightly uncomfortable feeling.
the spiders bite.

Lying

Step One : Predicting
•Tell your students that they are going to listen to a sound story, a story which is told with sound rather than words or images. Tell them that you want them to listen and make notes on what they think is happenening.
•Play the soundtrack of the video until 0.54 (don’t show them the video yet).
•Pre-teach the following vocabulary: to shoot, machine gun, to chase, chainsaw, to cut down a tree, log, waterfall, saw mill, closet (wardrobe). Tell your students that all of these words are relevant to the story.
•Play the soundtrack again.
•Give them time to prepare and then ask them to explain what they imagine is happening to each other. Encourage them to be as imaginative as possible.
•Finally, show them the full video, including the subtitles in English at the end.
Step Two : Conversation questions on lying
•Introduce the topic of lying by talking about the video and why it is funny. At this point you might like to introduce some vocabulary e.g. to lie, a liar, to tell the truth, a white lie, gullible, to believe sb, unbelievable, a fib, to make up a story, to exaggerate, convincing, honest, dishonest etc
•Put your students in pairs or groups and ask them to talk about the following questions.

1.Do you ever tell lies?
2.Is it easy to spot if somebody is lying? What clues does the liar give?
3. Adults very often tell lies to children. Can you think of any?
4.What do you know abou the stories: "Pinocchio" and " The Boy Who Cried Wolf"?
5. Here are some reasons for lying. which ones are the most and least serious?
a. lying for fun
b. lying to get yourself out of trouble
c. lying to get someone else out of trouble
d. lying to impress other people
e. lying to prevent hurting someone's feelings

Step Three : Lying games
A nice way to finish off the lesson is to play one of these well-known “lying games”.

1. Call My Bluff
Based on a popular British quiz show, this game is often used to practice defining relative clauses. Divide your students into two teams and give each team a list of different words which you are pretty sure nobody will have seen before (e.g. seesaw, slaughterhouse, buoy, lumberjack etc). The teams take it in turns to give 3 definitions (the true definition and two false definitions) for each of their words. The opposing team asks clarification questions and then has to guess the right definition. If you have a lot of students, it’s worth dividing them up into smaller groups. Groups of six, with three students in each team work best.

2. Which One’s the Lie?
This game is typically used to practice the Present Perfect and/or Past Simple question formation. Students think of three first-person statements, one of which is a lie (the other two must be true) e.g.

•I have met President Zapatero.
•I went to Tenerife last weekend.
•I have jumped out of a plane with a parachute.
The other students ask clarification questions and then guess which of the three statements is the lie.

3. Alibi (and 2 variants)
One of the classic games! If you’ve not come across it before, here’s how it goes. Put your students into groups of four. In each group, two students must imagine that they are police detectives and the other two bank robbers. Tell the students that there was a bank robbery yesterday near your school and that the detectives have arrested the robbers, who they obviously suspect of committing the crime. The robbers deny that they had anything to do with the robbery and give an alibi in which they claim that they spent the whole day together (e.g. on a picnic in the countryside). The detectives have to try to find holes in the robbers’ alibi by interviewing them separately (Step 1 : Detective A interviews Robber A and Detective B interviews Robber B | Step 2 : Detective A interviews Robber B and Detective B interviews Robber A | Step 3 : Detectives compare and explain any differences they have found between the robbers’ alibis). Give enough preparation time for the detectives to think of appropriate questions and the robbers to make up their alibi.

Variants on the same game :
a) Two UFO freaks who claim they were abducted by aliens are interviewed by two skeptical journalists.
b) Green Card – Immigration officials investigating a suspected marriage of convenience. The “couple” have to convince them how well they know each other. Not very nice this one, but at the time (1990) fitted in well with a romantic comedy called Green Card).

The Lion King

How many different animals can you see in the video?
How many times can you listen the verb to be?





1. (12) Lion, bird, buffalo, monkey, hippo, fish, zebra, elephant, deer, ostrich, wildebeest, giraffe

2.
- it's in your blood
- We are more than we are, we are one
- the way I am
- It's a fright deep inside
- We are one (3)
- We are one
- It's who you are

Stupid people

Is Europe a country?

Pronunciation

The Importance of English pronunciation

Controversial Commercial

- Smoking & Separation




news interview about the commercial



- PEPSI - COKE

It's a small world John saying hello and good-bye

who do you think John is talking to:

a host
a couple
an old friend
unknown person
someone he likes
you
a surprise




Watch the video again, and complete the blanks in sentences 1-9 with the speaker's words.

1 I really should be ...
2 Let’s keep in ...
3 You’ve got my ...
4 Call me. Text me. Email me...
5 I’m late for an ...
6 We must meet ...
7 OK. I’m out of ...
8 I’ve really enjoyed ...
9 I’ve had a fantastic ...

What phrases would you use to say good-bye in the following situations?

1 You’re talking to someone on the phone. The doorbell rings.
2 You’re at a party and need to catch the last train home.
3 It’s the end of a job interview.

Get together with a friend or classmate and tell each other about some occasions in your life when you have had to say good-bye

Love of learning (teaching)

Watch this beautiful video which pays a tribute to those who really want to learn and their teachers. Then complete the gaps in the text below with only one word. All the missing words are verbs, and all of them except one are regular verbs



They (1) … us when we were right, (2) … us when we were wrong, and (3) … us when we didn’t know the difference.

They were tough when they had to be, fun when they (4) … to be, fair when they ought to be, and compassionate when they (5) … to be.

Sure, they (6) … us I before E except after C, A, E, I, O, U, and sometimes Y, and who, what, where, when, why and how.

But they also (7) … us that we could do anything, and they (8) … it.

Every good thing in the world, every song, every invention, every accord, every cure, every word exists because at some point, someone (9) … to teach and someone else (10) … to learn.

Here’s to the love of learning and all those who choose to embrace it

Present Simple

FADI



Watch the video and answer the following questions:

1. IS FADI A TYPICAL ENGLISH NAME?

YES / NO

2. WHERE’S FADI’S FAMILY FROM?

a) ENGLAND b) MOROCCO c) LEBANON

3. WHEN HE WAS A CHILD HE LIVED IN …

a) SCOTLAND b) SPAIN c) LONDON

4. LONDON IS FULL OF PEOPLE FROM…

a) LEBANON b) ALL OVER THE WORLD c) AMERICA

5. WHAT DOES HE DO?

a) WATCHES TV b)HANGS OUT WITH HIS FRIENDS c)WORKS IN A FAMILY BUSINESS

6. DOES HE LIKE TRAVELLING?

YES / IT’S OK / NO

7. HOW OLD IS HE?

8. WHAT DOES HE LIKE?

BEE MOVIE

http://moviesegmentstoassessgrammargoals.blogspot.com/2008/09/assessing-simple-present.html











What do you do for fun?







Self-study activity:
Watch this famous clip by Mr Bean and number the different kinds of foods and drinks as they appear. Look up the words you don't know.

coffee bread meat black pepper tea cake fish
salt beer lettuce pasta garlic milk tomato rice
butter coke cucumber omelette mayonnaise



Now make instructions on How to make a sandwich according to Mr Bean. You may wish to include these verbs:

to cut; to cry; to pour; to shake; to wash; to put; to boil; to kill; to spread;to add; to open

Remember that English uses the imperative to give instructions. To show the order of the instructions, use the following adverbs: First, then, next, after that, finally.

Example:
First cut the bread with the scissors.
Then spread butter on the bread with a credit card.
Next wash the lettuce and shake it with a sock before putting it on the bread.

Now write similar instructions about how to make your favourite sandwich

Personal pronouns

stereotypes and nationalities

Have you ever seen Fawlty Towers?
Where is Manuel from?
What other nationalities are mentioned in the video? why?

Bread Body Parts

How many body parts do you see?
Which ones?
Would you buy any to eat?

TV commercial

What can you see in the commercial?

Write down all the shapes you see.

TV commercial

Questions

Click on the words you hear:
people at work
people in love
people all over

Click on the words you hear:
good friends
close friends
nice friends

Click on the words you hear:
travelling
work
families

What's the add about?
school
telephone service
e-mail

how much? TV add

Questions

How much is the cold medicine?
$11
$20
$4

How much are the tissues?
two dollars
nine dollars
one dollar

How much is the blanket?
only 4 dollars
thirty-four dollars
twenty-four dollars

DO RE MI Flashmob

Imagine you are at the station just waiting for the next train and all the movement starts. Then, someone very close to you phones you.

Hi!
__________________
Where are you?
__________________________
What on earth is happening?
__________________________
Now, what?
__________________________
Can you video it?

I've got a feeling. Chicago concert



__________________________

The unusual recipe ( imperative and food voc)

Ask students what is his /her favourite dish. Ask for ingredients and who cook.
Say to students they are going to watch a video but something is missing: ingredients!
Students recall as many objects of the video as possible and find the relation with the ingredients:

1. pick up sticks
2. plastic eyes
3. aluminium foil
4. a rubik's cube
5. pin cushion
6. a dollar bill
7. a dice
8. a post-it note
9. a ball of wool
10. glitter

Common answer include:

1. spaguetti / pasta / rice
2. salt
3. oil / butter
4. garlic
5. pepper / tomatoes
6. bay leaf / hanful of basil / any herb
7. spoonful of sugar / sugar lump
8. butter / cream
9. cheese
10. salt / pepper

www.eatpes.com : great animations

MISTERY RECIPE:
To prepare the __________________

- turn on the gas and place a pot of water on the heat.
- Add some ___________________
- When the water starts to boil add a handful of ______________________
- After boiling for about 10 minutes, the __________________________ should look like rubber bands - this means that is ready.
- Drain the ____________________ in a colander.

To prepare the sauce:
- Add some ______________________ to the frying pan.
- Chop up a clove of ____________________ and add it to the hot ____________________
- Add a few ripe ___________________ and squash them with a wooden spoon
- Take a _______________________,chop it and add it to the sauce
- Add a _______________________ to sweeten
- Melt some __________________ into the sauce.

Donkey balls (time)

Make students guess how does he know the time.First stop the video on second 8 and ask students what is the man going to do. Stop the video on second 58 before the clock appears and make students guess.
Another activity is to describe the landscape.

Coyote and Road runner

Print off copies of the following worksheet for each student:

coyote-and-road-runner-worksheet.doc

Start by using the clip to introduce students to the two protagonists (Coyote and Road Runner). Find out if they are familiar with them.

Play the clip as far as the boomerang scene and pause it (1 minute, 56 seconds).

Ask students if they can guess what happens next. Write any new language on the board and then give out copies of the worksheet (see above). Students have to decide which of the two outcomes on the worksheet is the real one. Any unknown language can be explained through gesture.

Possibility one:

Coyote throws the boomerang but Road Runner throws a second boomerang which hits Coyote on the back of the head. Road Runner runs away. Coyote is just about to chase Road Runner when his own boomerang returns and hits him on the back of the head a second time.

Possibility two:

Coyote throws the boomerang. The boomerang hits Road Runner on the back of the head and knocks him out. Coyote jumps up and down on Road Runner and then cooks him by blowing him up with dynamite.

Let everyone compare answers before playing the clip and letting them see what happens.

Next, play the clip as far as the school crossing scene (2 minutes, 18 seconds).

Again, ask students to guess what happens next in their own words and write new language on the board. Then refer them to the worksheet and ask them to choose the correct outcome.

Possibility one

Road Runner thinks that Coyote is a child crossing the road and stops to let him past. Coyote grabs Road Runner, jumps up and down on him and then cooks him by blowing him up with dynamite.

Possibility two

Road Runner runs past Coyote and knocks him to the ground. Road Runner then returns. He is dressed as a school girl and holds a sign that says, “ROAD RUNNERS CAN’T READ”.

Again, let students compare answers before playing the clip and letting them see what happens. Repeat this whole process for the rock scene (pause at 3 minutes, 13 seconds).


Possibility one:

Coyote pulls out the key stone. The rock falls on top of Road Runner and crushes him. Coyote grabs Road Runner, jumps up and down on him and then cooks him by blowing him up with dynamite.

Possibility two:

Coyote pulls out the key stone. The rock falls the wrong way and lands on top of Coyote. It crushes him. Road Runner runs past and says, “Meep meep!”

Finally, for the surprise ending, repeat the process for the false tunnel scene (pause clip at 3 minutes, 35 seconds).

Possibility one:

Miraculously, Road Runner passes through the tunnel. Coyote doesn’t understand this and tries to copy Road Runner. Unfortunately for Coyote, it doesn’t work for him. He runs into the rock. This knocks him out and he falls to the ground.

Possibility two:

Road Runner runs into the rock. This knocks him out and he falls to the ground. Coyote jumps up and down on him and then cooks him by blowing him up with dynamite.

* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *

Notes:

1.The worksheet has been uploaded on Word for Windows. This will allow you to change it in any way that you like.
2.For a follow up activity, you could create a gap fill in which all the third person singular forms of the verbs (for example) are missing.
3.Another idea for a follow up activity is to ask students to choose pieces of language that they think would be most useful. One possible way of doing this was discussed here (see steps 7, 8 and 9).
4.If you don’t have access to a computer in class, make use of the images in the worksheet (if you do this, the scenes will require a bit of explanation on your part). Later, email the clip to your students so that they can watch it at home.
5.During the reading/discussion stages, it might be better to use stills from the clip and play the video later once the worksheet has been completed. Stills can be obtained using the screen capture function on your computer (click here for more). A pdf of the stills used in this posting can be downloaded below.
6.The activity can be introduced using photographs of the real animals.

coyote-road-runner-stills.pdf

It's a book (conventional vs modern)

Transcription:

What do you have there?
It’s a book.
Do you scroll down?
No. you turn the page. It’s a book
Can you blog with it?
No. it’s a book.
Can it twit?
No
Can it text?
Can I wi fi?
Does it need a password?
No
Can you do this?
No
It’s a book.

Are you going to give it back?
No, but I’ll charge it up when I’m done.
Ohhh, you don’t have to.

Family

Watch the video and answer the questions below:



Who is playing chess?
- grandfather
- sister
- mother


Who is making lunch?
- mother
- brother
- father


What is baby doing?
- drawing
- playing ball
- playing with blocks


Sister is a
- boy
- grandmother
- girl

Brother is a
- girl
- boy
- baby

FAMILY MEMBERS

THE SIMPSON short trailers

http://www.learnenglishfeelgood.com/eslvideo/videos2.html

Watch the video and answer the following questions:



1. Homer thinks he can feel better by __________________ malt liquor.
drinking a lot of
going to buy some
taking a bath in

2. Marge thinks that Homer should ________________.
take an adult education course
go back to university
go back to high school

3. Homer, for the most part, is _________________ the idea.
excited about
indifferent to
annoyed by

4. Homer claims that when he learns something new, he __________________.
he doesn't remember it for too long
forgets something else
his brain hurts

5. What course has Homer already taken?
A course on how to brew beer
A course on how to make wine at home
A beginner's French course

Spelling game

http://www.visualthesaurus.com/bee/

Volkswagen fast lane

The triangles Applejack

The Triangles are a five piece band from Melbourne Australia, who began playing together in 2003. Their sound is a mix of psych-pop, indie-folk, and rock.

In May 2010 the Triangles travelled to the Spanish island of Menorca to appear in the new summer commercial for Estrella Damm. Their song Applejack was featured in the advertising campaign, which will be appearing across all media in Spain from June 1.

Imagine by John Lennon

Listen to the song and fill in the gaps.

Dear Mr. President - Pink

Dear Mr. President (english captions)



Dear Mr. President ( no captions)



Listen to the song and do the matching exercise.

Alphabet

Students listen to the alphabet and write down the spelt names.

Perception of beauty

Look at the video and write comparative sentences:









What does this clip mean to you?
Do you agree with its message?
Give examples of adverts and their message.

Read the following article and answer the questions:
http://api.ning.com/files/cX-hPOPROZ-oTP8FRhcRi36G4V*1SKEPjWCg97LV7cq1wkt1bfzKH*TRHAzldAerWcMKarzvARwJAqERdOycvBIkm*ihZaMv/Advertising.doc

What did you do yesterday?

Listen and answer the questions

Classic Brain Teasers Riddles

Lateral Thinking puzzles were first invented by the psychologist Dr Edward de Bono (1). They consist of a simple situation which at first sight seems strange, but actually has a very simple explanation, and were intended to encourage creative (or “lateral”) thinking. You tell the students the situation and they can then ask Yes/No questions about it until they understand what happened. In particular, it’s a great way of practising simple past and past continuous questions, but at a higher level students also have the chance to incorporate and practise the past perfect and other structures. Here are two such situations :

1. A man was lying dead in a field with a bag beside him. How did he die?
2. A woman walked into a bar and asked for a glass of water. The barman pulled out a gun and pointed it at her. The woman said “Thank you” and left. Why?
3. A woman is found hanging by her neck from the high ceiling in an otherwise empty locked room with a puddle of water under her feet. How did she kill herself?
4. A man is lying drowned in a dead forest, far from water. How did this happen?
5. Two men are served identical drinks at the bar. One lives, but the other dies. Why?
6. A man dies of dehydration in his own home. Why?
7. A man runs along a hall with a piece of paper. When the lights flicker, he drops to his knees and begins to cry. Why?

Key poem

Key
This is the key.
The mystery key.
The key to what?
I’m not
Quite sure.
I wonder what
this key is for?
Let me see…
Could it be:
The key to the door
of a treasure store?
The key to a lid
where things lie hid?
A secret box
with magic locks?
The key to a cupboard,
a closet, a drawer?
I wonder what
this key is for?
When I find it
I’ll unlock it,
But meanwhile keep
this key
in my pocket.

Worksheet 1:
http://www.teachingenglish.org.uk/sites/teacheng/files/key_wkst2.pdf

worksheet 2:
http://www.teachingenglish.org.uk/sites/teacheng/files/key_wkst3.pdf

Robin hood

Robin Hood rap

http://www.teachingenglish.org.uk/sites/teacheng/files/rap.pdf

Robin Hood activities

Lawrence coming home

Lawrence comes home early from school one day and finds his mother with a man other than his father. What is he to do?

http://www.teachingenglish.org.uk/sites/teacheng/files/The%20family.mp3

after reading activity:

http://www.teachingenglish.org.uk/sites/teacheng/files/The%20family.mp3

Panda surprise

1. Tell students to imagine they are having a day at the zoo.

What animals are in the zoo?
which are your favourites?

2. Show the photo. what animals are they? panda cubs.



3. Play the video and pause it immediately.
4. Play again just before the baby panda sneezes (9 seconds)

5. Students write on a piece of paper what they think it is going to happen.

"I think that..." ( use present simple)

6. Collect all the pieces of paper and make corrections together.

7. Show the video.

If cats could talk (dialogue)

1. Write on the board: If cats could talk, what would they talk about?

2. Make a list of possible cat conversations

. mice
. their owners
. other cats
. their kittens
. food
. dogs

3. Show the following clip:


4. Students in pairs.
. Give names
. decide what they are talking about
. Write out a dialogue which should last 1 min appr.

5. they act out their dialogues.

Where the hell is Matt?

1. Ask your students if they can name all of the continents in English and find out which ones they have been to.

2. Put your students into small groups and give out copies of the worksheet below (36 geographical locations). Find out if anyone a) has visited any of the places on the worksheet, b) knows anyone who has visited the places or c) knows anything about the places.

36-geographical-locations.doc

3. Encourage your students not to spend too much time on the obvious ones (London, for example).

4. Tell your students that they are going to see a YouTube video in which a man called Matt dances in all 36 locations. After getting them to put down their pens or pencils show them the following clip:








5. Find out if anyone knows the story of Matt Harding, the man in the video (don’t worry at this stage if no one knows anything about him).

6. Refer your students back to the worksheets that they completed. Play the clip a second time and this time make use of the pause button to stop the video whenever someone is able to say something about the geographical locations. Your students may now be able to offer additional information about the places now that they have been able to see them.

Follow up possibility 1
For homework, allow each student to choose a different place from the clip and carry out a webquest on it for the next day. They could prepare either a poster, report or presentation. There are a lot of possibilities for interesting assignments:

•Salar de Uyuni is the world’s largest salt flat.
•Machu Picchu is probably the most familiar symbol of the Inca Empire.
•Area 51 is a highly secretive US military base that is often the subject of UFO conspiracy theories.
•The Routeburn Track was named one of the top eleven trails in the world by the National Geographic Adventure Magazine in May 2005.
•Neko Harbor is one of only two venues used for cruise ships to stop on the continent of Antarctica.
If you are going to get students to present their findings to the rest of the class, you could allow them access to an atlas or even better - Google Earth. This would add a visual aspect to their presentations.

Follow up possibility 2
Get your students to imagine they are going to interview Matt Harding (the man in the video clip). Get them to think of 6 questions each while they watch his video again.

Matt’s story, as well as an extensive list of FAQs can be found at his own website: wherethehellismatt.com. Students could be directed to this site to obtain the answers to these questions themselves for homework. If any questions remain unanswered, why not drop him a line - he includes his email address on his site.

Sample FAQs

•How do you afford all this travel?
•How long did it take you to make the video?
•Where did you learn to dance?
•How did you get the kids in Rwanda to dance with you?
•Why didn’t you get stung by the jellyfish in Palau?

Noisy collocations

Elementary (A1, A2)

Lesson plan

1. Tell students to do a puzzle. Put them in pairs or groups. Give a copy of Collocations match.
2. Give out copies of the second worksheet. Which is the loudest?
3. Tell students they are going to hear seven sounds. (Do not let student see the video, only listen to it). They write down all the sounds they hear.

answers: playing with a squeaky toy, typing a letter, playing the congas, playing table tennis, sharpening a knife, scratching ( the decks), sawing a woman in half.

4. finally, students see the video.

Everybody can learn English

Ken Lee



Cat and Goldfish surprise
Elementary+ Present Simple



Lesson plan:

Advert: Importance of learning a second language

1. Find out what pets your students have and what sort of relationship they have.

2. Introduce voc:

"the video starts with a goldfish.
Does anyone have a pet fish?
What do you call the glass that you keep them in? ( a Tank or a bowl)

The goldfish in the video is in a bowl. What room do you think it is in?
What do you think he is doing?
What time of the day do you think it is?
Who is the visitor?
What does the cat want?
The cat has a naughty expression on its face. it's moving slowly. its tail is in the air and it's licking its lips. the goldfish shows signs of panic..
But... what happens? Can anyone guess?

Students guess what happens.

show students the advert. They will see that the goldfish barks as the cat.
Pause at 0.30 and ask students to guess what the advert is for. ( a language school)

Pronunciation:

The train tunnel joke (part 1)

Language level: Pre-intermediate (A2) +
•Learner type: Young learners; Teens; Adults
•Time: 30 minutes
•Main activity: Writing
•Topic: Jokes
•Language: Verbs of thought (e.g. wonder, wish, hope)
•Materials: Video clip; Worksheet

Sili THE SLAP EHSAN AMANI - IRAN



Lesson plan

There are four people in a carriage train: an attractive girl, an older woman, a young soldier and a colonel.

The attractive girl is reading a book. The older woman is knitting. The colonel is reading a newspaper. The soldier is looking out the window, lost in thought. The train goes into a tunnel and the carriage becomes completely dark.

1. Play the video clip from the beginning and pause it at 1.45 (after the train has come out of the tunnel)

2. Ask students if they can guess what happened. who kissed who?

3. Put students into pairs or small groups and give out copies of thought bubbles.Students decide what each passenger is thinking and write it in bubbles.

Language support:

*I wonder...
*I wish (that) I had...
*I hope (that)...
*I regret ( + ing form of verb)
*I can't believe (that)...

4. Ask a spokenperson from each group to report what they wrote about the old woman.

5. Continue the clip until 2.10 and find out what the woman is thinking.

6. Now ask a spokenperson from each group what the young girl is thinking and so on.

Woman: 1.45 - 2.10 : "You've got a good slap. kissing a young girl deserves a slap. if you had kissed me, you wouldn't have been slapped."

Girl: 2.10 - 2.26: "Dumb asses! I am sitting here, and you kiss an old lady! You guys must be blind. You deserved to be slapped."

Colonel: 2.26 - 2.46: "See, for God's sake! Filthy stink! This trash does the kissing, and I get the slap.

Soldier: 2.46 - end: "What a feeling. Kissing the palm of your hand, slapping colonel across the face."

Numbers

The number game

Here is an activity for teaching numbers between 1 and 25 to beginners. In the activity, students predict the number of bricks that the man in the following video clip can carry on his head:




Preparation


1.Tell students to close their eyes while you start the clip and then switch to full-screen mode. In full-screen mode, titles are not displayed.
2.Download the clip and give it a new name. Click here for more information.
For this activity, you will also need to prepare some flashcards - one for each number between one and twenty-five. Lay them face up on a table like this:



Procedure

1.Show your students the very first frame of the video clip (i.e. the starting image). Students should see a stationary picture in which the man on the right is carrying two bricks on his head.
2.Ask your students if they can guess where in the world the men are (Answer: Bangladesh).
3.If necessary, teach the words brick and carry and point out that the man on the left is carrying two bricks on his head. 4.On the board, write and drill the following question: How many bricks can the man carry on his head?
5.Students now take it in turn to choose a number flashcard from the table which corresponds with their guess. Don’t just let them pick up one card each - let them take it in turn to pick up cards until there are none left. So, for example, if you have five students in the class, they will all end up with five cards.
6.During this phase, students will have to work out the language - for example, that twenty-five refers to the number 25. There shouldn’t be much trouble with - false beginners will often be able to recognise these numbers. Encourage peer teaching whenever possible.
7.Each time a student picks up a card, ask him or her to say the number before drilling the whole class: [Student’s name] thinks the man can carry x cards on his head.
8.When all of the cards have been picked up*, play the clip and get students to count as the man puts bricks on his head.
* Of course, everyone knows that the man is already carrying 2 bricks on his head. Don’t insist that students pick up the very low numbers - these can be left on the table.


How many times does the hamster go round with the wheel after he loses control?



Sesame Street

Video

Maybe it is not a true story, but it's a true fairytale and a wonderful one!

Saint George's Day is a popular festive day when book and rose stalls, and, above all, floods of people, take over the streets of all Catalan towns and villages.

Can you tell us more about that wonderful day?

Create your own video slideshow at animoto.com.

Geotagging

Central park walking tour

When you pay a visit to Central Park you will discover that there is something for everyone. From guided tours and sports to sightseeing or just plain relaxing, Central Park is New York's backyard.


Ver Central Park walking tour en un mapa más grande

My Wiki

Hi, this is my wiki.
It is about a film and my idea is to show students that we can learn many things from that wonderful source we have so close to us.

http://lifeisbeautiful2.wikispaces.com/

PODCASTING

Do you know that laughing is one of the most gifted qualities of human beings?

Laughing expresses a feeling of happiness. Humor and laughter are contagious and they cause an effect of joy and amusement apart from numerous health benefits.

Would you like to spend a class laughing all the time?

Here it is your next activity. Listen to the following joke and think about another one. Record it for the rest of the class and LET'S LAUGH!

Treasure Hunt

NEW YORK

Are you interested in learning new things about one of the most famous cities in the world? Would you like to know how is life in the city that never sleeps? and in a city full of skyscrapers?
Get ready, the adventure starts.

Answer the following questions looking up the information on the internet.


1. Look at the picture below. What is this place and why is it important?



2. Why is New York called the Big Apple?




3. What are the names of the five boroughs of New York? Name them in the picture.

4. Who gave the Statue of Liberty to New York as a present and when? What does the Statue symbolize for American people?





5. Which is New York's logo? Who created that logo? Which city museum can we find his work in?



6. Name at least five movies where the Empire State appears in. How tall is it? When was it built?

7. According to your opinion which are the twelve top New York landmarks?

8. Name the three most famous musicals you can see in Broadway. What was Lion King's opening night?

The big question:

9. Why is New York so special?

Web resourses:

• http://en.wikipedia.org/wiki/New_York_City
• http://newyorklandmarks.com/
• http://www.salwen.com/apple.html
  http://www.esbnyc.com/tourism/tourism_facts_inthemovies.cfm?CFID=14220&CFTOKEN=1408
• http://www.iloveny.com/home.aspx
• http://www.funtrivia.com/askft/Question14888.html
• http://www.newyorklogue.com/i-heart-ny.html
• http://www.broadwaymusicalhome.com/index.html

Evaluation

To evaluate your job in this treasure hunt, I'm going to consider:

• The answer to all the questions.
• The vocabulary and expressions of the answers.
• The group work.
• Your interest in the activity.

You'll send me the answers and we'll share them in class.

10. Finally, I show you a Walking Tour by Central Park.

http://maps.google.es/maps/ms?hl=es&ie=UTF8&msa=0&msid=114472233041486374372.00048b3360b8fed2728c4&ll=40.782134,-73.968415&spn=0.008026,0.019205&z=16

My alter ego

Mr. Bean and The Simpsons!!!
We can learn English having fun with them!!!

The Present Simple With The Simpsons

View more presentations from Pepa Mut.

Teaching philosophy

Knowing the English language provides us wings to fly everywhere, legs to walk next to anyone, and freedom to speak and play with lots of people from our world.

I think learning a language is something interesting, funny and entertaining and that's what I try to share with my students.

In my opinion technology will help us to do it better from now on, or at least we'll try.