This document provides an overview of a pedagogical module about movies. It includes lessons on movie genres, biographies and reviews, idioms found in movies, and movies around the world. Key topics covered include how movies reflect culture, the role of movies in society, different genres, writing reviews and biographies, idioms, famous directors like Steven Spielberg, and movie traditions in different countries.
PARA DESCARGAR EL TOMO 1 DEL ÁLGEBRA DE MANCILL
GOOGLE DRIVE:
https://drive.google.com/file/d/1Bxj3t2ljgs2k8lWFDsKu3rRbL69fvT_-/view
TOMO 2 EN GOOGLE DRIVE
https://drive.google.com/open?id=1wPrbYLO15wVTq_cCcFhIEVQ9Diq-xiaR
Tabla periódica con los número de oxidación de los elementos más comunesU.E.N "14 de Febrero"
El documento presenta una lista de los elementos más comunes de la tabla periódica, incluyendo su nombre, símbolo y estados de oxidación más comunes. Se proporcionan los nombres tradicionales para los estados de oxidación de cada elemento en nomenclatura química. La lista incluye elementos no metálicos como hidrógeno, carbono, nitrógeno, oxígeno, flúor y cloro, así como metales como sodio, magnesio, hierro, cobre y zinc.
Este documento presenta una explicación sobre los diferentes tipos y usos de signos de puntuación como la coma, el punto y coma, los dos puntos, los puntos suspensivos, los paréntesis, las comillas, el guión, la raya, los signos de interrogación y exclamación, la diéresis y los signos de llamada. Explica brevemente cada uno de estos signos y proporciona ejemplos de su uso correcto.
Este documento presenta una tabla de números de oxidación de metales y no metales. La tabla lista elementos divididos en grupos basados en su valencia común y números de oxidación posibles. Los metales se enumeran como monovalentes, divalentes, trivalentes y así sucesivamente. Los no metales incluyen halógenos, anfígenos, nitrógenos, carbonos y otros elementos polivalentes. Para cada elemento, la tabla proporciona su símbolo químico y los estados de oxidación más comunes.
El documento clasifica los hidruros no metálicos en cinco grupos: a) térreos, b) carbonoideos, c) nitrogenoideos, d) anfígenos y e) halógenos. Proporciona el nombre comercial, la fórmula sistemática tradicional y la fórmula química de varios hidruros como ejemplos de cada grupo.
PARA DESCARGAR EL TOMO 1 DEL ÁLGEBRA DE MANCILL
GOOGLE DRIVE:
https://drive.google.com/file/d/1Bxj3t2ljgs2k8lWFDsKu3rRbL69fvT_-/view
TOMO 2 EN GOOGLE DRIVE
https://drive.google.com/open?id=1wPrbYLO15wVTq_cCcFhIEVQ9Diq-xiaR
Tabla periódica con los número de oxidación de los elementos más comunesU.E.N "14 de Febrero"
El documento presenta una lista de los elementos más comunes de la tabla periódica, incluyendo su nombre, símbolo y estados de oxidación más comunes. Se proporcionan los nombres tradicionales para los estados de oxidación de cada elemento en nomenclatura química. La lista incluye elementos no metálicos como hidrógeno, carbono, nitrógeno, oxígeno, flúor y cloro, así como metales como sodio, magnesio, hierro, cobre y zinc.
Este documento presenta una explicación sobre los diferentes tipos y usos de signos de puntuación como la coma, el punto y coma, los dos puntos, los puntos suspensivos, los paréntesis, las comillas, el guión, la raya, los signos de interrogación y exclamación, la diéresis y los signos de llamada. Explica brevemente cada uno de estos signos y proporciona ejemplos de su uso correcto.
Este documento presenta una tabla de números de oxidación de metales y no metales. La tabla lista elementos divididos en grupos basados en su valencia común y números de oxidación posibles. Los metales se enumeran como monovalentes, divalentes, trivalentes y así sucesivamente. Los no metales incluyen halógenos, anfígenos, nitrógenos, carbonos y otros elementos polivalentes. Para cada elemento, la tabla proporciona su símbolo químico y los estados de oxidación más comunes.
El documento clasifica los hidruros no metálicos en cinco grupos: a) térreos, b) carbonoideos, c) nitrogenoideos, d) anfígenos y e) halógenos. Proporciona el nombre comercial, la fórmula sistemática tradicional y la fórmula química de varios hidruros como ejemplos de cada grupo.
El documento presenta los pasos para realizar un análisis métrico de un poema, incluyendo el conteo de silabas gramaticales, licencias poéticas, silabas métricas y la estructura de la rima. Luego analiza un poema específico aplicando estos pasos, identificando el número de silabas y la rima de cada verso así como el acento final de las palabras. Finalmente, explica conceptos como la ley del acento final y diferentes licencias poéticas que pueden usarse.
Este documento presenta una tabla con diferentes cationes y aniones y solicita al lector que escriba la fórmula química y nombre sistemático de las sales que se forman al combinarlos. Primero se muestran ejemplos de sales formadas por K+, Ca2+, Al3+, Fe2+ y Cu+ combinados con I-, Br-, Cl-, S2- y Cl-, respectivamente. Luego se pide al lector que realice lo mismo para Na+, K+, Ca2+, Mg2+, Fe2+, Fe3+ y (NH4)+ combinados con Cl-, S2-, NO3-,
El documento describe los métodos para nombrar compuestos iónicos, ácidos, sales y otros compuestos químicos. Explica que los hidróxidos son combinaciones de un metal con el ión OH-, los ácidos contienen hidrógeno y un elemento central con una valencia determinada, y las sales binarias contienen dos elementos. También proporciona ejemplos para completar tablas con la fórmula, nomenclatura sistemática y nombre común de varios compuestos.
Este documento resume las valencias más comunes de varios elementos químicos no metálicos y metálicos agrupados por familias. Detalla las valencias típicas de los halógenos, nitrógenoides, anfígenos, carbonoides y térreos, así como de los alcalinos, alcalino-térreos y otros metales de transición.
16 problemas calculos estequiometricos sol paso a pasoRuddy Juan
Este documento presenta 16 ejercicios de estequiometría química resueltos. Los ejercicios involucran reacciones químicas como la combustión de metano y butano, la descomposición térmica del carbonato de calcio, y reacciones de ácidos y bases como la reacción del aluminio con ácido clorhídrico. Se proporcionan los cálculos detallados para determinar la masa de reactivos y productos, y la pureza de las muestras, entre otras cantidades.
Propiedades Químicas y Físicas del carbonManuel León
El documento proporciona información sobre las diferentes formas de hibridación de orbitales (sp, sp2, sp3) que explican la geometría molecular de varios compuestos. La hibridación sp da lugar a geometría lineal, la sp2 trigonal plana y la sp3 tetraédrica. Se proveen ejemplos como BeCl2, etino y eteno para sp, BF3 y eteno para sp2, y metano y agua para sp3.
Este documento presenta 17 ejercicios resueltos de estequiometría. Los ejercicios involucran igualar ecuaciones químicas, determinar la cantidad de reactivos o productos necesarios, y calcular masas o volúmenes de sustancias químicas basándose en reacciones químicas dadas. El documento proporciona detalles sobre cómo resolver cada ejercicio paso a paso utilizando principios de estequiometría.
El documento habla sobre la literatura del Renacimiento. Se desarrolló en el siglo XVI en Inglaterra, donde adquirió su forma moderna y se convirtió en un espectáculo de masas. Cultivó géneros como la lírica, la narrativa y la dramática (teatro), empleando formas como el soneto e imitando las formas clásicas. Algunos autores y obras representativas son Ludovico Ariosto y su obra Orlando furioso, Lope de Vega y Fuenteovejuna, y Miguel de Cervantes y su
El documento resume las características principales del Romanticismo como movimiento artístico y cultural que surgió en el siglo XIX en Europa. Destaca la valoración de la libertad individual, la naturaleza y las emociones, así como el uso de temas como el amor, la muerte y lo sobrenatural. Presenta además a destacados escritores románticos españoles como Espronceda, Bécquer, Larra, Zorrilla y su tratamiento de estas temáticas en obras como El estudiante de Salamanca y Don Juan Tenorio.
La filosofía latinoamericana se refiere a la reflexión filosófica sobre la identidad y realidad latinoamericanas, que cuestiona el pensamiento dominante occidental y busca la emancipación e independencia cultural y política. Aborda temas como la dependencia, la liberación y la ontología del ser latinoamericano.
La poesía contemporánea se refiere a la obra lírica realizada desde la segunda mitad del siglo XX en adelante. Se caracteriza por experimentar con el verso libre sin métrica ni rima estrictas y por buscar nuevas metáforas y figuras literarias. Algunos de los poetas más destacados a nivel internacional son Octavio Paz, Pablo Neruda y Rosario Castellanos. Aborda temas como el amor, la muerte, la patria y la naturaleza de manera muy personal. A finales del siglo XX surgen nuevas
Ejercicios resueltos ecuacion de la rectaMagiserio
Este documento contiene varios ejercicios resueltos sobre ecuaciones de rectas. Incluye problemas sobre hallar la ecuación de una recta a partir de dos puntos, clasificar triángulos, estudiar la posición relativa de rectas, encontrar vértices faltantes de figuras geométricas conocidos otros datos, y calcular ecuaciones y longitudes de diagonales de paralelogramos.
Este documento presenta las leyes de los gases ideales de Boyle, Charles, Gay-Lussac y la ley general de los gases. Incluye ejemplos de cálculos de volumen, presión y temperatura de gases basados en estas leyes.
El poema "Sonatina" de Rubén Darío consta de 8 estrofas de 6 versos cada una, organizados en su mayoría como alejandrinos de 14 sílabas y algunos pentadecasílabos de 15 sílabas. Presenta rima consonante y cesura a mitad de cada verso, dividiéndolos en hemistiquios de 7 sílabas. Narra la tristeza de una princesa en su palacio real.
Un ácido hidrácido es un compuesto binario formado por hidrógeno y un elemento no metálico como un halógeno u óxigeno. Los ácidos hidrácidos se nombran agregando el sufijo -uro o -ico al nombre del elemento no metálico y se expresan con la fórmula de hidrógeno y el símbolo del elemento.
Los neologismos SON palabras nuevas, creadas para nombrar actividades, objetos que antes no existían.
NEOLOGISMOS PROPIOS: La lengua castellana tiene mecanismos de formación de palabras que permiten la creación de términos nuevos.
POS-MODERNO. Hiper texto. NOMOFOBIA.
NEOLOGISMOS AJENOS
PRÉSTAMOS LINGUÍSTICOS
EXTRANJERISMOS
Calcos semánticos
PRÈSTAMOS LINGUÌSTICOS
SON PALABRAS QUE SE APROPIAN DE OTROS IDIOMAS POR NECESIDAD PUESTO QUE NO TIENEN UN EQUIVALENTE EN ESPAÑOL O QUE NO SON SUSTITUIBLES FÁCILMENTE POR OTRAS PALABRAS
EJEMPLOS:
BALLET, BLUES, PIZZA, JAZZ, CHIP, BEST SELLER, gourmet.
EXISTEN PRÉSTAMOS LINGUÍSTICOS QUE AL CONVIVIR TANTO TIEMPO EN UN IDIOMA SE MODIFICAN EN CUANTO A SU ESCRITURA:
YOGURT – YOGUR. SHAMPOO – CHAMPÚ. googlear. feisbuquear
Este documento describe las sales oxisales, incluyendo su formación, nomenclatura y usos. Las sales oxisales se forman por neutralización total de un ácido oxácido con un hidróxido, resultando en una sal neutra y agua. Su nomenclatura depende del número de oxidación del ácido original. Algunos ejemplos comunes son el sulfato de calcio, el nitrato de sodio, el dicromato de potasio y el permanganato de potasio. Estas sales tienen diversos usos industriales y domésticos, como fertilizante,
Se imparten clases particulares de Matemáticas, Física, Química, Estadística, Bioestadística y Análisis de Datos. También se dan clases de Matemáticas para Grado en Marketing e Investigación de Mercados, Grado en Administración y Dirección de Empresas, Grado en Finanzas y Contabilidad y demás grados afines.
Las clases pueden ser presenciales, en Granada capital, o bien CLASES ONLINE para cualquier lugar del mundo (clases mediante videoconferencia en Skype; Pagos mediante Paypal o por transferencia bancaria).
http://granada-clases-matematicas.blogspot.com/
El documento explica el objetivo de las analogías, que es medir la capacidad de asociar ideas y establecer relaciones entre palabras. Define analogía y presenta ejemplos de diferentes tipos como horizontales y verticales. También describe los fundamentos lógicos y las principales relaciones analógicas como causa-efecto, ciencia-objeto de estudio, y acción-objeto.
The document discusses research conducted with 23 teenagers to inform the development of a coming-of-age film. The research found that background music is more important than character introduction. Most teenagers experience issues with relationships and future planning in school. Over half of respondents related most to a protagonist who is clueless about their future. Teenagers preferred comedy and drama genres and moderately deep stories over lighthearted films. They wished to see realistic themes like depression, social issues, and self-discovery rather than cliched plots like new kids or unrealistic resolutions.
Ethnographic Film Review Guidelines – Cultural Anthropology1. Ma.docxgitagrimston
Ethnographic Film Review Guidelines – Cultural Anthropology
1. Make sure your film review is typed! It will be approximately three pages, or 10 paragraphs. You may work with one partner.
2. Due on Monday 04/15/15 in class.
3. Make sure you name and describe the culture(s) in the film. What is the geographic area where the people live? How do the people make their living? Does the film look recent or old? Who made the film?
4. What aspect(s) of culture does the film focus on? (Family, marriage, kinship, food procurement, politics, religion, art, childrearing, sexuality, gender?)
………………………………………………………………………………….
Content Description
5. Paragraph 1: Opening paragraph—can start to summarize the film and
give early suggestions about your general view of the film
6. Paragraph 2: Start or continue summary of film. Be sure to mention those
details that made a strong impression on you—either negative or positive.
State why your reaction was positive or negative.
7. Paragraph 3: Briefly compose the descriptive and non-judgmental
message of the film/video. Why would this message be important to an
anthropologist? To you as a student?
8. Paragraph 4 and 5: Positive things you liked about the film, what did you
like? Why? What did you learn that you did not know before? Use
descriptive words, think about the story, setting, effects used, music used.
9. Paragraph 6: Anything (custom, belief, behavior) that strikes you as
strange. Why? Would you say your reaction was ethnocentric? Did the
filmmaker have any biases? How did you know and what were these
biases. What belief, value, custom of your own culture made it difficult to
appreciate the uniqueness of the culture portrayed in the video?
10. Paragraph 7 and 8: Negative things you thought about the film, what
didn’t you like? Why? Comment on the same type of things that you
mentioned in paragraphs 4 and 5.
11. Paragraph 9 and 10: Talk about the people/animals/early ancestors
portrayed in the film. If the film is a biography, did the film present a
multi-dimension approach?
Are key turning points in the person’s life
presented? What are they? What did you like or dislike about how people
and/or the culture/ or subject was presented? What do you think is the
most important thing you learned and why is this important to you? Can
you think of others who would like/dislike the film? Why? Who are they?
12. Paragraph 10: Final comments—General comments that summarize your
view of the film. After the last paragraph, give the movie/video a star rating out of 5(excellent) to indicate your rating of the film
...
El documento presenta los pasos para realizar un análisis métrico de un poema, incluyendo el conteo de silabas gramaticales, licencias poéticas, silabas métricas y la estructura de la rima. Luego analiza un poema específico aplicando estos pasos, identificando el número de silabas y la rima de cada verso así como el acento final de las palabras. Finalmente, explica conceptos como la ley del acento final y diferentes licencias poéticas que pueden usarse.
Este documento presenta una tabla con diferentes cationes y aniones y solicita al lector que escriba la fórmula química y nombre sistemático de las sales que se forman al combinarlos. Primero se muestran ejemplos de sales formadas por K+, Ca2+, Al3+, Fe2+ y Cu+ combinados con I-, Br-, Cl-, S2- y Cl-, respectivamente. Luego se pide al lector que realice lo mismo para Na+, K+, Ca2+, Mg2+, Fe2+, Fe3+ y (NH4)+ combinados con Cl-, S2-, NO3-,
El documento describe los métodos para nombrar compuestos iónicos, ácidos, sales y otros compuestos químicos. Explica que los hidróxidos son combinaciones de un metal con el ión OH-, los ácidos contienen hidrógeno y un elemento central con una valencia determinada, y las sales binarias contienen dos elementos. También proporciona ejemplos para completar tablas con la fórmula, nomenclatura sistemática y nombre común de varios compuestos.
Este documento resume las valencias más comunes de varios elementos químicos no metálicos y metálicos agrupados por familias. Detalla las valencias típicas de los halógenos, nitrógenoides, anfígenos, carbonoides y térreos, así como de los alcalinos, alcalino-térreos y otros metales de transición.
16 problemas calculos estequiometricos sol paso a pasoRuddy Juan
Este documento presenta 16 ejercicios de estequiometría química resueltos. Los ejercicios involucran reacciones químicas como la combustión de metano y butano, la descomposición térmica del carbonato de calcio, y reacciones de ácidos y bases como la reacción del aluminio con ácido clorhídrico. Se proporcionan los cálculos detallados para determinar la masa de reactivos y productos, y la pureza de las muestras, entre otras cantidades.
Propiedades Químicas y Físicas del carbonManuel León
El documento proporciona información sobre las diferentes formas de hibridación de orbitales (sp, sp2, sp3) que explican la geometría molecular de varios compuestos. La hibridación sp da lugar a geometría lineal, la sp2 trigonal plana y la sp3 tetraédrica. Se proveen ejemplos como BeCl2, etino y eteno para sp, BF3 y eteno para sp2, y metano y agua para sp3.
Este documento presenta 17 ejercicios resueltos de estequiometría. Los ejercicios involucran igualar ecuaciones químicas, determinar la cantidad de reactivos o productos necesarios, y calcular masas o volúmenes de sustancias químicas basándose en reacciones químicas dadas. El documento proporciona detalles sobre cómo resolver cada ejercicio paso a paso utilizando principios de estequiometría.
El documento habla sobre la literatura del Renacimiento. Se desarrolló en el siglo XVI en Inglaterra, donde adquirió su forma moderna y se convirtió en un espectáculo de masas. Cultivó géneros como la lírica, la narrativa y la dramática (teatro), empleando formas como el soneto e imitando las formas clásicas. Algunos autores y obras representativas son Ludovico Ariosto y su obra Orlando furioso, Lope de Vega y Fuenteovejuna, y Miguel de Cervantes y su
El documento resume las características principales del Romanticismo como movimiento artístico y cultural que surgió en el siglo XIX en Europa. Destaca la valoración de la libertad individual, la naturaleza y las emociones, así como el uso de temas como el amor, la muerte y lo sobrenatural. Presenta además a destacados escritores románticos españoles como Espronceda, Bécquer, Larra, Zorrilla y su tratamiento de estas temáticas en obras como El estudiante de Salamanca y Don Juan Tenorio.
La filosofía latinoamericana se refiere a la reflexión filosófica sobre la identidad y realidad latinoamericanas, que cuestiona el pensamiento dominante occidental y busca la emancipación e independencia cultural y política. Aborda temas como la dependencia, la liberación y la ontología del ser latinoamericano.
La poesía contemporánea se refiere a la obra lírica realizada desde la segunda mitad del siglo XX en adelante. Se caracteriza por experimentar con el verso libre sin métrica ni rima estrictas y por buscar nuevas metáforas y figuras literarias. Algunos de los poetas más destacados a nivel internacional son Octavio Paz, Pablo Neruda y Rosario Castellanos. Aborda temas como el amor, la muerte, la patria y la naturaleza de manera muy personal. A finales del siglo XX surgen nuevas
Ejercicios resueltos ecuacion de la rectaMagiserio
Este documento contiene varios ejercicios resueltos sobre ecuaciones de rectas. Incluye problemas sobre hallar la ecuación de una recta a partir de dos puntos, clasificar triángulos, estudiar la posición relativa de rectas, encontrar vértices faltantes de figuras geométricas conocidos otros datos, y calcular ecuaciones y longitudes de diagonales de paralelogramos.
Este documento presenta las leyes de los gases ideales de Boyle, Charles, Gay-Lussac y la ley general de los gases. Incluye ejemplos de cálculos de volumen, presión y temperatura de gases basados en estas leyes.
El poema "Sonatina" de Rubén Darío consta de 8 estrofas de 6 versos cada una, organizados en su mayoría como alejandrinos de 14 sílabas y algunos pentadecasílabos de 15 sílabas. Presenta rima consonante y cesura a mitad de cada verso, dividiéndolos en hemistiquios de 7 sílabas. Narra la tristeza de una princesa en su palacio real.
Un ácido hidrácido es un compuesto binario formado por hidrógeno y un elemento no metálico como un halógeno u óxigeno. Los ácidos hidrácidos se nombran agregando el sufijo -uro o -ico al nombre del elemento no metálico y se expresan con la fórmula de hidrógeno y el símbolo del elemento.
Los neologismos SON palabras nuevas, creadas para nombrar actividades, objetos que antes no existían.
NEOLOGISMOS PROPIOS: La lengua castellana tiene mecanismos de formación de palabras que permiten la creación de términos nuevos.
POS-MODERNO. Hiper texto. NOMOFOBIA.
NEOLOGISMOS AJENOS
PRÉSTAMOS LINGUÍSTICOS
EXTRANJERISMOS
Calcos semánticos
PRÈSTAMOS LINGUÌSTICOS
SON PALABRAS QUE SE APROPIAN DE OTROS IDIOMAS POR NECESIDAD PUESTO QUE NO TIENEN UN EQUIVALENTE EN ESPAÑOL O QUE NO SON SUSTITUIBLES FÁCILMENTE POR OTRAS PALABRAS
EJEMPLOS:
BALLET, BLUES, PIZZA, JAZZ, CHIP, BEST SELLER, gourmet.
EXISTEN PRÉSTAMOS LINGUÍSTICOS QUE AL CONVIVIR TANTO TIEMPO EN UN IDIOMA SE MODIFICAN EN CUANTO A SU ESCRITURA:
YOGURT – YOGUR. SHAMPOO – CHAMPÚ. googlear. feisbuquear
Este documento describe las sales oxisales, incluyendo su formación, nomenclatura y usos. Las sales oxisales se forman por neutralización total de un ácido oxácido con un hidróxido, resultando en una sal neutra y agua. Su nomenclatura depende del número de oxidación del ácido original. Algunos ejemplos comunes son el sulfato de calcio, el nitrato de sodio, el dicromato de potasio y el permanganato de potasio. Estas sales tienen diversos usos industriales y domésticos, como fertilizante,
Se imparten clases particulares de Matemáticas, Física, Química, Estadística, Bioestadística y Análisis de Datos. También se dan clases de Matemáticas para Grado en Marketing e Investigación de Mercados, Grado en Administración y Dirección de Empresas, Grado en Finanzas y Contabilidad y demás grados afines.
Las clases pueden ser presenciales, en Granada capital, o bien CLASES ONLINE para cualquier lugar del mundo (clases mediante videoconferencia en Skype; Pagos mediante Paypal o por transferencia bancaria).
http://granada-clases-matematicas.blogspot.com/
El documento explica el objetivo de las analogías, que es medir la capacidad de asociar ideas y establecer relaciones entre palabras. Define analogía y presenta ejemplos de diferentes tipos como horizontales y verticales. También describe los fundamentos lógicos y las principales relaciones analógicas como causa-efecto, ciencia-objeto de estudio, y acción-objeto.
The document discusses research conducted with 23 teenagers to inform the development of a coming-of-age film. The research found that background music is more important than character introduction. Most teenagers experience issues with relationships and future planning in school. Over half of respondents related most to a protagonist who is clueless about their future. Teenagers preferred comedy and drama genres and moderately deep stories over lighthearted films. They wished to see realistic themes like depression, social issues, and self-discovery rather than cliched plots like new kids or unrealistic resolutions.
Ethnographic Film Review Guidelines – Cultural Anthropology1. Ma.docxgitagrimston
Ethnographic Film Review Guidelines – Cultural Anthropology
1. Make sure your film review is typed! It will be approximately three pages, or 10 paragraphs. You may work with one partner.
2. Due on Monday 04/15/15 in class.
3. Make sure you name and describe the culture(s) in the film. What is the geographic area where the people live? How do the people make their living? Does the film look recent or old? Who made the film?
4. What aspect(s) of culture does the film focus on? (Family, marriage, kinship, food procurement, politics, religion, art, childrearing, sexuality, gender?)
………………………………………………………………………………….
Content Description
5. Paragraph 1: Opening paragraph—can start to summarize the film and
give early suggestions about your general view of the film
6. Paragraph 2: Start or continue summary of film. Be sure to mention those
details that made a strong impression on you—either negative or positive.
State why your reaction was positive or negative.
7. Paragraph 3: Briefly compose the descriptive and non-judgmental
message of the film/video. Why would this message be important to an
anthropologist? To you as a student?
8. Paragraph 4 and 5: Positive things you liked about the film, what did you
like? Why? What did you learn that you did not know before? Use
descriptive words, think about the story, setting, effects used, music used.
9. Paragraph 6: Anything (custom, belief, behavior) that strikes you as
strange. Why? Would you say your reaction was ethnocentric? Did the
filmmaker have any biases? How did you know and what were these
biases. What belief, value, custom of your own culture made it difficult to
appreciate the uniqueness of the culture portrayed in the video?
10. Paragraph 7 and 8: Negative things you thought about the film, what
didn’t you like? Why? Comment on the same type of things that you
mentioned in paragraphs 4 and 5.
11. Paragraph 9 and 10: Talk about the people/animals/early ancestors
portrayed in the film. If the film is a biography, did the film present a
multi-dimension approach?
Are key turning points in the person’s life
presented? What are they? What did you like or dislike about how people
and/or the culture/ or subject was presented? What do you think is the
most important thing you learned and why is this important to you? Can
you think of others who would like/dislike the film? Why? Who are they?
12. Paragraph 10: Final comments—General comments that summarize your
view of the film. After the last paragraph, give the movie/video a star rating out of 5(excellent) to indicate your rating of the film
...
This was my solution to a homework assignment in a Software Engineering course -- create a "pattern" document for something in real life. Based on the POSA books, this documents the "kid movie review for parents" pattern, using a review I wrote of Spirit: Stallion of the Cimarron (2002) as the example.
The survey responses provided insights into the target audience for a short film:
- The audience is primarily young adults aged 14-56 living in the London area of England.
- The audience has a even split of males and females.
- Most watch 1-3 hours of short films per week, primarily accessing them via the internet.
- The audience has varying preferences on genres and themes, with some preferring mainstream genres like action and comedy while others prefer independent or socially-focused films.
- There is a general lack of awareness of short filmmakers and titles among the audience. Increased advertising and accessibility of short films could help engage more mainstream viewers.
The document discusses conducting a questionnaire to profile the audience for a horror film. It explains that understanding the demographic, including gender, age, and socioeconomic group, allows the company to better market to its audience. The questionnaire asks respondents about their horror film viewing habits and preferences. A typical audience profile is then presented for a 16-25 year old female student named Hayley who enjoys hanging out with friends and watching drama films in her spare time.
The purpose of this assignment is to critically watch and review.docxteresehearn
The purpose of this assignment is to critically watch and review a movie with popular culture themes/symbols in terms of the sociological perspective and cultural theories.
Many say art imitates life, and we see a reflection of our society and its values in art and entertainment. Others say life imitates are many of our behaviors and values are modeled after what we see in art and entertainment. Either way, you will find examples of popular culture in the movies.
Instructions:
1)
Select a movie
: For this assignment, you will need to select one movie. Even if it is a movie you have seen before, you need to re-watch the movie with a critical eye towards the social construction of reality and illustrations of other sociological/cultural concepts. If you would like to analyze a movie that is not on the list, please send me a message to clear it with me.
Suggested Movie Options:
Hotel Rwanda
Brazil
Million Dollar Baby
Office Space
Gandhi
Boys Don’t Cry
The Village
Cape Fear (deNiro version)
Mystic River
Last Samurai
Mothman Prophecies
Traffic
The Wall
Glory
Stepford Wives
Pretty in Pink
Hoop Dreams
The Terminal
The Breakfast Club
It’s a Wonderful Life
Bowling for Columbine
Grapes of Wrath
Pretty Woman
The Hours
To Kill a Mockingbird
Citizen Kane
Cabin Fever
Clockwork Orange
Fight Club
Radio
Crash
Nosferatu
Titanic
The Gods Must be Crazy
Taxi Driver
Coming to America
American History X
Roger & Me
Fight Club
Inherit the Wind
Dead Poet’s Society
Mona Lisa’s Smile
Bullworth
Life is Beautiful
American Beauty
Lord of the Flies
The Truman Show
The Matrix
With Honors
Affluenza
Erin Brokovich
Working Girl
Risky Business
Baby Boom
Rain Man
Philadelphia
Dogma
Chocolat
Parenthood
Shawshank Redemption
Last Castle
Witness
Meet Joe Black
2)
Analyze the movie:
After watching the movie, you will write a
4-6 page review
, consisting of:
a) intro paragraph noting the relevance of the movie to the course
b) one page description/summary of the contents of the film
-How was the story presented?
-------i.e. flashbacks, sequential, from a particular character's point of view, etc.
-What was the intention of the film and/or filmmaker?
-------Was this intention fulfilled or met?
-Did the way the movie was produced and presented affect the content?
-Were there specific scenes or occurrences, which stood out as being essential to the development of the story and/or to your understanding of it?
-Major substantive points of the movie?
-Any secondary points made?
-Any 'unintentional' results of the movie?
c) 0.5-1 page in which you discuss how popular culture themes were constructed in the movie
use at least 3 examples
d) 1-2 pages in which you
use at least 4 sociological/pop cultural concepts
covered in this course to analyze the movie
(cite class materials as you do so)
e) Analyze which issues emerged as the strongest...as the weakest?
f) Briefly compare the popular culture theme ...
The document summarizes research conducted on the target audience for a short drama film. Primary research found that the target audience of 16-24 year olds prefers films with twists and turns that are not predictable, with great editing and cinematography. Secondary research showed that popular drama films tend to attract a young, mostly female audience and address issues like mental health, abuse, and teenage pregnancy. Based on this research, the identified target audience for the short film is 16-24 year old females, as drama films often appeal more to them, though males may also engage with the film's themes of loss and loneliness.
The document discusses the target audience for a psychological drama opening sequence. It identifies that the target audience is males and females aged 15-30 globally. It expects the audience will want to see a character with psychological problems, fast pacing, mystery, and isolation. By creating confusion and enigma through extreme close-ups and sound effects, the opening appeals to audiences' desire for entertainment, curiosity, and cultural enjoyment. It would receive a 15 rating for horror elements that may scare younger viewers.
This document discusses the target audience for a psychological thriller film opening sequence. It identifies the target audience as males and females aged 15-30 globally, from social classes B to C2, with interests in mysteries and psychological films. It explains that the opening sequence will appeal to this audience by establishing mystery and tension through close-ups, sound effects, and an isolated setting to introduce the main character's psychological problem. The opening sequence is rated 15 for horror elements and enigmas. Audience theory suggests it will provide pleasure through mystery, information on psychological problems, a means of identity and social integration for those suffering similar problems, and entertainment through escape.
The document provides guidance for answering an essay question about either censorship/classification/regulation or media effects in relation to the film 'Us'.
For censorship/classification, it discusses the different film rating systems in the UK and US and how they relate to scenes in 'Us'. For media effects, it outlines the hypodermic needle and uses and gratifications theories and discusses how scenes in 'Us' could relate to debates around imitative behavior and the effects of violent media. It provides potential discussion points about various scenes and issues raised in the film.
This proposal is for a short true life film called "The Unspoken Connection" that aims to entertain and educate about deaf culture and relationships. The film will follow two deaf teenagers, a guy and girl, who form a connection after the girl learns sign language to communicate with the guy. The target audience is 16-21 year old males and females of average social status who want to promote inclusion and understanding between deaf and hearing people. Some swearing may be included to reflect realistic teenage dialogue. Steps will be taken to film discreetly without identifying the college and to avoid offending any groups.
Representation of gender and stereotypesLiz Davies
This document discusses representation of gender and stereotypes. It begins with an activity asking students to discuss their ideal man or woman, and what values this suggests. It then defines sex and gender, and discusses how gender is a social construct involving roles and behaviors considered appropriate for men and women. The document examines how magazines portray ideals of masculinity and femininity, focusing on traits like strength and independence for men, and beauty, relationships and emotions for women. It also discusses stereotypes, their changing nature, and how society treats those who don't conform to norms. Students are asked to consider how media representations reinforce or challenge stereotypes.
The document summarizes the results of a quantitative questionnaire given to 16 participants about their media consumption habits and preferences. Some key findings include:
- The majority of participants were female, aged 16-20, students from the South of the UK.
- Most participants favored watching films once a week and enjoyed comedy, horror and animated genres.
- Participants primarily watched short films online and were unfamiliar with websites dedicated to short films.
- They felt themes of stimulation vs. boredom and representations of Asian ethnic groups were underrepresented in films. Most valued story over other film aspects like visuals or directors.
The document discusses the target audience for a psychological drama opening sequence. It identifies the target audience as males and females aged 15-30 globally, from all social classes and ethnicities. The opening sequence aims to appeal to this audience by including elements of mystery, tension, isolation and odd events to engage viewers and leave them wanting more. It also considers expectations of the genre, and rates the opening sequence a 15 due to horror aspects and scary elements. Audience theory models are applied to explain how the sequence provides pleasure and satisfaction.
This document provides instructions for a summer media studies assignment. Students are asked to explore 6 films from two lists that will be studied in their Year 12 course. For 3 films from each list, they need to collect information to answer questions about the film's institutions, audience, genre/conventions, and representations. They can present their findings as either a paper-based portfolio or blog-based portfolio, including summaries and sources. The goal is for students to gain understanding of key areas that will be explored in their upcoming course.
The British Board of Film Classification (BBFC) is responsible for classifying films in the UK according to their content. They use a rating system with 7 symbols ranging from universal to restricted. To determine a rating, the BBFC examines factors like discrimination, drugs, language, nudity, sex, violence and more. For the film Fish Tank, the BBFC gave it a 15 rating despite it bordering a 18 due to strong language, sex references, drug use and violence. They considered the context and impact of these elements on younger viewers to determine the appropriate rating.
The target audience for disaster movies is 18-25 year olds, who are legally allowed to view the content and understand what happens. Males are more common viewers due to stereotypes, though this may be changing. They enjoy socializing, exploring new things, spending time at home watching movies on social media. They want disaster movies to have a good plot, dark themes, twists, interesting characters and a main catastrophic event, while disliking predictable stories, boring characters and unrealistic situations. As many are students, they have free time to watch movies and analyze them, and live in urban university areas surrounded by media.
The document profiles the target audience for a disaster movie as 18-25 year old males who enjoy socializing and outdoor activities. A questionnaire is provided to gather information about audiences' preferences, including their favorite movie genres, aspects they enjoy and fear in post-apocalyptic movies, and demographic information to help tailor the film. Feedback from the questionnaire will illustrate what audiences want to see in a trailer for the disaster movie.
This document discusses using short films to enhance literacy education. It argues that short films can make learning more active, connect classroom learning to students' lives outside of school, and deepen understanding of texts. Short films allow students to analyze elements like character, setting, story, symbolism, and film techniques. The document provides examples of activities like using "Tell Me" grids to discuss films, stopping and starting films to pick out details, and predicting what will happen next. It aims to show how analyzing short films can improve students' creative, critical and cultural understanding, and help develop literacy in the 21st century.
Narrative and Conflict in Four Lions and Love Actuallymissgillies
This document discusses narrative structures in comedy films. It covers two key approaches: situation-led narratives that follow a three-act structure of establishing order, disrupting it, and restoring it; and comedian-led structures driven more by individual gags than plot. The document uses the films Love Actually and Four Lions to examine these approaches. It analyzes the subplots and conflicts in each film, and how they do or do not follow predictable three-act narratives. The discussion includes positives and negatives of predictability in these genres of film.
Narrative and Conflict in Four Lions and Love Actually
INGLES_3_BACH_MODULO_1 (1).pdf
1. Movie genres 1
Simple past /
past continuous 2
Idioms 3
Biographies and
movie reviews 4
Third Course BGU
Interculturality
8
Movies around
the world
5
Writing a biography
and movie review
6
Movie
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Values
English
Pedagogical Module 1
Curricular Threads: Communication and Cultural Awareness,
Oral Communication, Reading, Writing, Language Through the Arts
What role do movies
play in culture?
Movies can tell us a lot about a culture.
They can tell us about the past, the present, and
maybe even predict the future. They can reflect
values and beliefs. Movies are, in a sense, a way
of showing ourselves to the world.
The Chinese American actor Jackie Chan
once said: “Cinema reflects culture and there
is no harm in adapting technology, but not at the
cost of losing your originality.” Movies help give
us a name and place in the world.
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How do you interpret Jackie Chan’s quote? Do you agree? Why or why not?
1
Important people
and dates in movies
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3. Oral Communication
Do you have a favorite actor or actress?
1. Listen to the person talk about two famous North American actors.
Take notes on what is said.
2. Now listen again and organize your notes in the Venn Diagram below.
Write the things that the two actors have in common in the middle.
• Have you ever seen any of the movies or TV shows these actors
have been in?
____________________________________________________________
____________________________________________________________
____________________________________________________________
• Based on the description of these celebrities, who would you
prefer to meet? Why?
____________________________________________________________
____________________________________________________________
____________________________________________________________
Jennifer
Aniston
Adam
Sandler
Tip
Note that even though
both actors are still alive,
the story of what has already
happened in their lives is
told in the past tense. Also,
remember that English always
needs a subject, so you hear
the pronouns “she” and
“he” repeated.
Wikimedia
/
Angela
George
Adam Sandler
to star in. to play the main
character in a movie
or TV show
Vocabulary
Jennifer Aniston
Wikimedia
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4. Reading
Vocabulary
devised. invented, created
profane. offensive
suitable. appropriate
Have you ever seen letters associated with movies, like PG, R, or G?
What do you think these mean?
Discuss the following
questions in groups
of 3-4 students.
• Do you agree that parents
should take on this
responsibility?
• Do you agree with this
classification? Why or
why not? Would you
change anything?
• Choose a movie that you
have seen. What is its
rating? Why do you think
it is rated this way? If you
don’t know its rating, what
would you rate it and why?
4
Movie Rating System
In 1968, the Motion Picture Association of America (MPAA) devised
a voluntary rating system for movies. These guidelines replaced the
earlier censorship in place called the Hays Code. The goal of this new
system was to encourage parents to take a role in deciding what their
children should and should not watch.
Today’s Classification and Ratings Administration (CARA) gives
cautionary warnings to families about the material in movies. These
ratings take into consideration various factors such as violence,
sexual content, substance abuse, and profane language. The ratings
have received much criticism over the years, saying that there
is too much emphasis on sexual content and language and not enough
on violence. In other words, there are extremely violent movies that
children have been allowed to see according to the rating that can have
very negative effects on them.
These are the categories that are currently being used:
G – General Audiences
All ages admitted. Nothing would be offensive to children.
PG – Parental Guidance Suggested
Some material may not be suitable for children. This movie may
contain some elements that parents may not like their children to see.
PG-13 – Parents Strongly Cautioned
Some material may be inappropriate for children under 13. Some
parts of the movie may not be suitable for children 12 and younger.
R – Restricted
Under 17 requires an accompanying parent or adult guardian.
This movie contains some adult material. Parents should learn more
about the film before taking their children with them.
NC-17 – Adults Only
No one under 17 admitted. This movie is only appropriate
for adults. Some films are not rated or are still in the process
of being rated. These movies have the letters
NR (Not Rated) next to their name.
Retrieved from: https://filmratings.com/
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5. Language
Remember that when
we are talking or writing
about stories that took place
in the past, we can use the
simple past (verb + ed for
regular verbs) or the past
progressive (was/were +
verb ing). The first is used
with actions that have a
definite beginning and end
in the past, and the second is
used for ongoing or habitual
events in the past.
E.g.: While Bill was studying
economics at university,
his father had a terrible
accident. (Bill was studying
over a period of time,
his father had an accident
at a specific moment.)
Grammar Note
5
Writing
A biography
A biography is a story about a person’s life. It includes information
about where and when the person was born, details about his/her
childhood, family, hobbies, important life events, career, and other
significant aspects of his/her life. Many times a biography is written
after a person dies, as a tribute to the life he or she lived and to teach
others about the person.
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1. Think of an actor or actress you really like. He or she can be from
any part of the world. Write down his or her name and anything
you know about this celebrity.
2. Now do some research and add more interesting facts about
the person you have chosen. Continue your list.
3. Take your ideas and write them in a short (100-120 words) mini-
biography. Be sure to write all the events in chronological order.
You must use at least FIVE time expressions, for example: before,
after, during, as soon as, while, then, later, at the same time…
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7. Oral Communication
Movie theater popcorn
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Movie Theater Food Around the World
7
Tip
Remember that when
we write about countries,
cities, or nationalities
in English, the words
are always capitalized.
For example: Americans
usually eat popcorn, nachos
and hot dogs when they
go to the movies in the
United States. Many
Ecuadorians in Quito
and Guayaquil also have
adopted this custom.
Fr
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cuttlefish. a type of seafood
similar to octopus or calamari
roasted. usually cooked
in an oven
Vocabulary
What food is served in movie theaters in your country?
Value: Interculturality
1. Listen to the speaker telling you about the type of food served
in movie theaters across the world. Take notes in the chart below.
Fill in the countries and the food that they serve in each one.
2. Listen again. Would you like to eat these foods?
Mark yes, no, or maybe.
Country Food Yes No Maybe
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Idioms
Idioms are short expressions that are metaphorical in nature and are
used in everyday life to express ideas or situations. Many times they cannot
be translated literally from one language to another because they lose their
meaning. They also have a strong cultural component.
Communication and Cultural Awareness
Lesson B
1. Read the text as a class and discuss the possible meaning
of the phrases in blue with your teacher.
Guess Who (2005)
Theresa: Are you getting cold feet, Simon?
Simon Green: No. No, I’m not getting cold feet. I can’t wait to marry you
and make babies with you. Give me a daughter who looks just like you.
The Maze Runner (2014)
Thomas: How long have they been looking?
Newt: Three years.
Thomas: And they haven’t found anything?
Newt: It’s a lot easier said than done. Listen. Hear that? It’s the
maze changing. It changes every night.
Scent of a Woman (1992)
Lt. Col. Frank Slade: Oh uh, Charlie. About your little problem…
there are two kinds of people in this world… those who stand up
and face the music, and those who run for cover. Cover is better.
Frozen (2013)
Young Anna: Do you want to build a snowman? Or ride our bike around
the halls? I think some company is overdue. I’ve started talking to the
pictures on the walls. Hang in there, Joan! It gets a little lonely. All these
empty rooms. Just watching the hours tick by.
The Bad Batch (2016)
The Dream: All the things you’ve done, have put you right here with
me. To life… life is The Dream… It costs a lot to be here. It costs you
an arm and a leg.
2. Write your own mini-dialogue
incorporating one of the
idioms you just learned.
Mineduc
translate. convert text from
one language to another
tick. the movement of the
hands on a clock
Vocabulary
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9. Social Studies
9
Oral Communication
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Steven Spielberg
Wikimedia
Commons/G.Skidmore
blockbuster. very
successful movies
colossal. extremely big
Vocabulary
1946
1960 1981
1969 1982
1993 2005
2012
2002
1. Listen to the following recording about Steven Spielberg. As you listen,
fill in the time line with years and important events in his life.
Can you imagine yourself as a movie producer? Why or why not?
2. Listen again. Mark each of the following statements as True (T)
or False (F) according to what you heard.
a. Steven Spielberg is Canadian. T F
b. He won an award for a film when he was a teenager. T F
c. He directed the movie Superman. T F
d. One of his most successful movies was Jurassic Park. T F
e. He is retired and not working anymore. T F
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The Oscars
Every year in January, the most prestigious award ceremony for
movies, the Oscars, takes place. These awards are given by the Academy
of Motion Picture Arts and Sciences (AMPAS). They are voted
by members of the committee. The first Oscar was awarded in 1929.
The name of the award, “Oscar”, is disputed. The most widely accepted
story is that is was named after Oscar Pierce, the cousin of Margaret
Herrick, the first executive secretary of the Academy. Currently there
are 24 different categories including Best Actor, Best Supporting Actor,
Best Actress, Best Supporting Actress, Best International Feature Film,
Best Original Score, and Best Original Song.
Language Through the Arts
Imagine that you get to decide who the winners of the Oscars are.
Write a list of five categories and determine who the winner is for
each award. The movies do not have to be from this year, they can
be from any time in history.
Category: Winner:
Category: Winner:
Category: Winner:
Category: Winner:
Category: Winner:
Discuss the following questions in small groups.
• Have you ever watched the Oscars on
television? Do you like this awards show?
• Do you know of any movies from your country
that have won international awards?
• Do you know of any other awards shows
for movies, TV, or music? What are they?
Who decides who the winners are?
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There are different awards ceremonies for movies around the
world. Perhaps the Oscars are the most famous, but there is also
the Cannes Film Festival in France and the Berlin International
Film Festival in Germany.
Culture
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11. Have you gone to the movie theater before? Do you watch movies at home?
11
Oral Communication
Does it seem fair to pay
$17 to go to the movies in
Switzerland? Why or why not?
How much does it cost to go to the movie theater in your country?
Do you think this is too expensive? Write your thoughts here.
luxury. an expensive
and desirable item
Vocabulary
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Cinema
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Cost of Movie Theaters Around the World
1. Listen to the following audio about movie ticket prices around the
world. Take notes. Then answer the questions in class.
Source: https://bit.ly/33BHWTk
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2. Complete the sentences with the missing word or words.
• It is a luxury for some people to go to the .
• Switzerland is the most expensive place to go to the movie theaters.
It costs .
• In Sweden and , tickets cost $15.
• In western Europe and North America, movie tickets usually cost
around .
• The cheapest country to go to the movies is .
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13. 13
Writing
1. Idioms are used in everyday life, sometimes to even teach a lesson.
Take three of the idioms you have learned in this chapter or look for
others you like on the internet. Write them here and explain what they
mean in other words.
1
2
3
2. Now choose one of these three and think of a story that can have this
idiom as a moral (a lesson). Make it a story that your classmates can
relate to. Write a short story of 100-120 words. Be prepared to share
it with your classmates. Use the past tense and time expressions.
Creative Writing - Idioms
Tip
Remember to use
connecting words like
“first”, “then”, “next”,
“finally” to make your
story flow better.
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14. 14
Graded activities
14
Achievement Level - Speaking
Group activity
Interview a classmate about movies. Ask them the following
questions and create two of your own. Take notes.
a. What is your favorite movie? Why is it your favorite?
b. How old should a person be to see a PG movie? Why?
c. What do you enjoy eating at the movie theater?
d. How much would you be willing to pay to see the #1
movie of the year in the theater?
e. What is the worst movie you have ever seen?
Why was it so bad?
f. ?
g. ?
Now share what you learned about your classmate with
the rest of the class. Do you and your classmates have a lot
in common? What is something new you learned?
1
Assessment
Achievement Level - Reading
Individual activity
Read this review about the latest movie in the Avengers series. What do you
notice about the way it is written? Pay attention to aspects like register of language
(formal/informal), verb tenses, time expressions, and words you don’t recognize.
Write your observations on a piece of paper.
2
The Russo brothers’ powerful finale more
than lives up to the hype: It’s a thrilling
conclusion and a deeply emotional
exploration of loss and love, duty and
honor, friendship and family. Written by
Christopher Markus and Stephen McFeely,
the story focuses on the remaining Avengers
and their post-trauma lives. The dads in the
group are particularly effective at showing
how personal the grief is, providing a
contrast to the general sense of failure and
loss that the single superheroes feel. The big
three –Iron Man, Captain America, and
Thor– are also fabulous. Their differences
have never been more obvious, but each
proves that despite past conflicts and
heartbreaks, they’re worthy and ready
to fight side by side.
There’s so much packed into the three hours
of Avengers: Endgame that it might seem
overwhelming at times; this is clearly a film
that will inspire repeat viewing. There are
unexpected twists and moments of hilarity,
as well as more serious scenes and themes.
Source: https://bit.ly/2Q98mq2
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15. 15
Assessment What role do movies play in culture?
Achievement Level - Writing
Individual activity
Write a brief paragraph about what it is like to go to the movies
in your country. Include the price, what you eat, and who you
go with. If you have not been to the movie theater, write about
what it is like to watch movies at home.
3
Achievement Level - Vocabulary
Individual activity
Choose three of your most favorite movie genres and describe
them in your own words. Also, give an example of a movie
that belongs to that genre.
1.
2.
3.
4
I check the box that most applies to me
Topics I do it very well
I do it
somewhat well
I can improve
I can’t do it
without help
Distinguish between movie genre vocabulary
Understand and use some idioms
Write a mini-biography and film review
Self-evaluation
I’m completing this self-evaluation based on what I learned in the module.
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16. 16
Tip
Remember to stay
in the past tense when you
write. It is a tendency for
us to switch to the present,
but in formal writing, it is
important to be consistent.
Also, try to avoid using the
first person “I” as much
as possible.
Writing a Movie Review
Think of a movie you have seen that you remember quite well. It can be
a movie you loved, one you really disliked, or one that was simply mediocre.
Write a review of the movie of 100-120 words. It should include the title
of the movie, the genre, the main characters and actors who portrayed
them, a brief synopsis, and the positive and negative aspects of the
movie. First organize your ideas below, and then write a paragraph
connecting your ideas using simple and complex sentences along with
time expressions. Write the review in the past tense and be prepared
to share it with the class.
Title:
Genre:
Characters:
Synopsis:
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Negative aspects:
Positive aspects:
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Project 1
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17. 17
Vocabulary
Choose three of these words and use them in
original sentences: genre, horror, drama, action,
adventure, romantic, comedy, science fiction, fantasy,
documentary, musical, animated.
Past simple of regular verbs is formed by adding
–ed. This is used for a completed action in the past.
Past continuous is formed by was/were +–ing and
it is used for ongoing or habitual actions in the
past. Write two original sentences showing you
understand this difference.
Grammar
Grammar/Vocabulary
Choose one of the following idioms to write a piece
of advice to a friend: cold feet, easier said than done,
face the music, hang in there, an arm and a leg.
Movies are rated according to their content using
a system with G, PG, PG-13, R, NC-17. In 40-50
words, summarize how the rating system works.
Reading
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18. 18
Translation and
interpretation are two
ways of converting
something in one language
into another. Translation
deals with written texts, like
movie or TV scripts, books,
poems, legal documents and
other texts. Interpretation
involves spoken language.
Interpreters can work in
diplomacy, in courts, in
hospitals, and anywhere
there is a need to help
people of different linguistic
backgrounds communicate
with each other.
Interesting Facts
Lesson C
Communication and Cultural Awareness
Vocabulary
script. the written lines that
the actors say in a movie
match up. coordinate
Putting Movies in Other Languages
Do you ever watch movies in other languages?
All movies are first released in their original
version, meaning that they use the language(s)
thatthewriterusedinthescript.Later,inorder
for people around the world to understand
them, they must be converted into several
other languages. Dubbing is the process
by which sounds or voices are added
to the soundtrack of a movie. Most
people recognize this term to refer
to translating a movie from its original
version to the language that audiences in a certain country or region
will understand. During the process of dubbing, the professionals
are very careful to match up the movement of the actors’ lips with
the new audio. However, it is almost impossible to achieve the same
artistic quality in a dubbed version as in the original. Therefore, some
people prefer to watch the original version of the movie with subtitles,
translated text that appears at the bottom of the screen. While dubbing
helpsthemovietoreachmorepeople,itisclearthatifwehavetheability
to watch a movie in its original language, it is the preferred option!
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Read the questions with a partner and answer them
in complete sentences.
• What do people who do dubbing of films need to consider while
doing their work?
• Do you prefer to watch movies in their original version
(if they are in English) or dubbed in your language? Why?
• Do you think that a movie loses something when it is translated
into another language? Explain.
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19. 19
Oral Communication
• What is your favorite Disney movie? Why do you like it?
• Would you consider that Walt Disney was successful?
Why or why not? How do you define success?
• Do you think people like Disney are born with a natural talent for
something, or that a person can develop it over time with hard work
and practice? Explain.
Tip
Remember that most
years in English are said
by dividing the year into two
two-digit numbers. 1985 is
said “nineteen eighty-five”,
1999 is “nineteen ninety-
nine”. However, 2012
is “two thousand twelve”.
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Walt Disney
Can you name any Disney movies?
Listen to the following audio about Walt Disney. Decide if the statements
are True (T) or False (F).
• Walt Disney was born in 1901 in the city T F
of Chicago.
• He was most famous for his acting. T F
• He received a total of 20 Oscars. T F
• His brother Roy created Mickey Mouse. T F
• Walt died when he was 65 years old. T F
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21. 1. Think of a movie that you like that does not have a sequel. What is the
main story of the movie? Describe it in three or four sentences below
using past tenses (simple past and past continuous).
21
2. Now continue the story. What happens to the main characters?
What are the major events that take place? How is the story resolved?
Write two or three paragraphs, between 100-120 words in total.
Use the present and future tenses, since these events have not taken
place yet. Use time expressions to guide your reader, including: first, next,
then, after that, later on, at the same time, weeks/months/years later.
When we talk about
a movie that we have seen,
we can tell the story using
the past tenses, because they
are actions that have already
occurred. However, speakers
have the tendency
to switch to what is called
the “historical present”.
Someone can start staying,
“Yesterday I went to the
store and suddenly I see
this girl…” The reason
speakers do this is to bring
the interlocutor closer to
the story. When you write
a sequel, you can use the
present (simple present and
present continuous – am/
is/are +ing) and future (will
or going to) tenses since the
story hasn’t taken place yet.
Grammar Note
Writing
sequel. the continuation
of a movie or book
Vocabulary
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23. Listen to the following dialogue between two friends who are talking
about movies. Then answer the questions in the next two activities.
Movie Talk
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Oral Communication
1. According to the dialogue, what do each of the following words mean?
Choose the best option for each one.
• spoiler
a. a movie that nobody wants to see
b. a character who is the bad person in the story
c. when someone or something tells the end of a movie
you haven’t seen
d. a movie that starts horribly but ends very well
• thriller
a. character in a horror movie
b. genre of movie involving intrigue and suspense
c. genre of movie that causes great happiness in the audience
d. a scene in a movie that has a lot of blood
• blooper
a. a scary scene in a movie
b. a sad scene in a movie
c. the most dramatic scene
d. an embarrassing error made by the actors
Tip
Notice how Claire and
Paul greet each other. Since
they are friends, they can
use an informal greeting
like “How’s it going?”
In a more formal situation,
like between a boss and
an employee, this would
not be the most appropriate
way to say hello. It would
be better to use a phrase
like “How are you?” instead.
2. Now listen again and decide who would say the following things.
Write “Paul”, “Claire” or “both” in the space.
• I’ve already seen the Avengers movie.
• I don’t like horror films.
• Thrillers are one of my favorite genres.
• I like comedies.
• Bloopers are so much fun.
disappointing. worse than one
had expected
Vocabulary
Do you and your friends agree about movies?
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24. Social Studies
24
Bollywood
Bollywood, also known as Hindi cinema or Bombay cinema,
is the Indian Hindi-language film industry. The name comes from
a combination of the words “Bombay” and “Hollywood”. Surprisingly,
Indian cinema is the world’s largest film industry. They produce almost
2,000 films every year. Bollywood makes up 43% of this. Although most
of the films are in Hindi, some modern-day Bollywood movies are now
in “Hinglish”, a mix of Hindi and English.
Indianfilmsreallybegantogainpopularityduringthelate1940s,after
India gained its independence from Britain. Many films started being
producedinHindi.Thesefilmsbelongtomanydifferentgenres,including
drama, action, comedy, and musicals. The term “Bollywood” was born
in the 1970s. Its signature type of film was masala, which combined
variousgenres:action,comedy,drama,romance,andmusical.Bollywood
is strongly linked to Indian identity, and it has become the way in which
Indians can tell their story to the world.
Retrieved from: https://bit.ly/3aP8gvG
Tongpatong
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Communication and Cultural Awareness
Value: Interculturality
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Discuss these questions with a partner.
• Where did the name “Bollywood” come from?
• Which film industry is bigger: Bollywood or Hollywood?
• What language are most Bollywood films in?
• What is masala?
• Have you ever seen a Bollywood movie? Would you like to?
India has 22 official
languages, including English.
English is common to most
parts of the country, since
India was under British
rule for a period of time.
However, many other
languages are spoken there.
Among the most popular
are Hindi, Gujarati, Tamil,
and Urdu.
Culture
signature. typical, what
it is known for
Vocabulary
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25. 25
Oral Communication
Tip
Notice that percentages
in English are expressed
without the use of any article
(not a(n), not the). Also,
numbers between 1100 and
9900, when they end in -00,
can be said as “XX hundred”.
In other words, 1200 can
be said “one thousand
two hundred” or “twelve
hundred”. 2900 can be said
“two thousand nine hundred”
or “twenty-nine hundred”.
Chamber of Commerce. local
group dedicated to promoting
small business interests
Vocabulary
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Have you heard of Hollywood?
The Hollywood Walk of Fame
Listen to the audio about the Hollywood Walk of Fame. You will hear a lot
of numbers. Complete the questions below with the correct information.
• In 1953
• In 1960
• Now there are 2600
• 47%
• 24%
• 17%
• 10%
• 2%
• It costs $40,000
• In 1978
It is possible for any person to nominate a celebrity to be on the Walk
of Fame, then the nominees go through a rigorous selection process.
Who would you nominate? Why? Write your nomination below and
share it with the class.
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26. Reading
26
Think of movies that have action scenes. What kinds of activities do you see the actors doing?
Could you imagine yourself doing these types of things?
Stunt Performers
Stunt performers (stunt men or stunt women)
are professionals who are trained to do stunts
during a movie. A stunt person who replaces
an actor or actress in a few scenes during a movie
is called a stunt double. These scenes can include
extreme falls, fights, car crashes, and explosions. The
performers have to be trained in different disciplines
like martial arts and combat. This makes them better
prepared to do their job and deal with risk factors.
The idea of stunt performers first started in the
circus. Acrobats and gymnasts, called cascadeurs
(from the French cascade meaning “waterfall”),
would perform falls or stunts with water. Later,
these acrobats started to incorporate jumps into
their routines and the performances became more
risky to the performers. The word stunt came
into being during the 20th century with Wild
West movies. This genre of film simulated fights
between rival groups using guns and arrows, and
stunt performers had to enact those fights. It started
to be considered a professional skill requiring special
training in the early 1900s. The first stunt double
was used in a movie called The Great Train Robbery
in 1903. Since then, stunts have been incorporated
in a variety of genres of movies, including action,
drama, kung fu, and even comedies.
Some actors, like Jackie Chan, also do their own
stunts, but this is not very common. There have
been dozens of serious injuries and even a few
deaths of stunt performers throughout the years.
The most recent one was in 2017 when filming the
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TV series The Walking Dead. The stuntman fell
from six meters high while doing a stunt, missing
the safety net by a couple inches. Hopefully in the
future, these types of accidents will be prevented
with better training and equipment. Currently,
computer-generated images are taking some
of the jobs of stunt performers, but computers have
not yet reached the level of authenticity that a live
stunt person can.
Retrieved from: https://bit.ly/2xhGh9r
stunt. a daring or skillful action
waterfall. a large stream
of water falling from a cliff
or mountain
Vocabulary
Answer the questions based on the reading.
• In your own words, describe what a stunt performer does.
• What types of movies generally have stunts?
• Do you consider this profession to be risky? Why or why not?
• Give a brief summary of the beginning of stunt work.
• Would you be willing to work as a stunt performer?
Under what conditions?
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27. 27
Writing
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• Imagine that you are applying for a job in the
movie business. Which one would you most be
interested in, of all that you have seen in this
module? Write it here.
• What kinds of qualities do you think that
a person hiring for this position would be looking
for? List them here.
Now write a letter of 100-120 words to a possible employer
to tell him or her why you would be qualified for this particular job.
Be sure to mention why you want the job and why you are
qualified for the position. Feel free to make up some information
about yourself to fit the job description!
Job Cover Letter
make up. create, invent
Vocabulary
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28. underestimate. not give
enough importance
to something
portray. represent
in depth. deeply, profoundly
Vocabulary
Makeup and clothing styles
for men and women vary
from culture to culture
and across the years.
The styles that were popular
in the United States, Ireland,
or Japan in the 1970s are
no longer popular in those
places today. However,
some experts claim that
fashion is cyclical; in other
words, the same trends tend
to come back again 30 years
later. So what people wear
today may be popular again
in the 2050s…!
Culture
Costume and Makeup Artists
Many people underestimate the role of makeup and costume
artists. Without them, the movie would be missing a great part of its
enchantment. Filmmaking is a process that involves many aspects and
participants, and these artists are certainly essential.
Costumes and makeup were first used in live theater productions,
and later they were incorporated into movies. Every article
of clothing for each actor in a movie is considered a costume. They are
designed to contribute to the character’s image and perfectly measured
to fit the actor or actress who is portraying him or her. In order
to design a costume, first the costume designer must study the script
in depth. He or she must understand the entirety of the movie and
how that particular character fits into the grand scheme of things.
Then the costume designer does research to create the best clothes for
the characters. If the movie is about high school students,
the designer may visit local high schools and take notes
onwhattheyarewearing.Thenthedesignerdiscusses
his or her ideas with other people working on the
film and comes up with the best costumes.
Makeup is both an art and a science. It makes
characters beautiful while covering up flaws.
In 1914, the company Max Factor was the first
to produce makeup specifically for movies. In 1931,
Jack Pierce created the face of the monster Frankenstein
using this makeup. In 1939, the first makeup with
latex rubber was used on the characters in The
Wizard of Oz. In modern times, digital techniques can
be used to modify makeup and costumes, but have yet
to replace the actual human artists.
Source: https://bit.ly/2VSuqc0
Language Through the Arts
28
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Brief description
Design your own
costume for a movie.
Decide what genre
of movie it is for
and write a brief
description next
to your picture.
Be prepared
to share your work
with your classmates.
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29. 29
Oral Communication
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Tip
Remember that idioms
cannot always be
translated literally from
one language to another.
Think of how you would
express the same idea of
these idioms in your own
language. Would you use
the same words?
Hit the road
What is your favorite idiom in your language?
Idioms in Conversation
1. Listen to a conversation between two friends about idioms. What does
each of the idioms mentioned in the dialogue mean? Write it in your
own words.
• Get the show on the road
• To kick something off
• Live up to the hype
• Break a leg
• The show must go on
2. Choose one of the idioms you heard in the dialogue. Write your own
min-dialogue of 10 lines in which one of the characters uses the idiom
with another.
hype. excitement, commotion
Vocabulary
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30. 30
Achievement Level - Writing
Individual activity
Choose one of the idioms you heard in the last listening section. Write an email
of 80-100 words to a friend about something that has happened to you and include
the idiom. Your email should be in the past tense and include time expressions
in order to make your story flow better.
1
Assessment
Achievement Level - Reading
Individual activity
Read the following lyrics from the song “My Heart Will Go On” from the movie
Titanic. What do they tell you about the movie? The characters? The plot?
Write down your ideas in your notebook.
2
Every night in my dreams
I see you, I feel you,
That is how I know you go on
Far across the distance and spaces
between us
You have come to show you go on
Near, far, wherever you are
I believe that the heart does go on
Once more you open the door
And you’re here in my heart
And my heart will go on and on
Love can touch us one time
And last for a lifetime
And never let go ‘til we’re gone
Love was when I loved you
One true time I hold to
In my life we’ll always go on
Near, far, wherever you are
I believe that the heart does go on
Once more you open the door
And you’re here in my heart
And my heart will go on and on
You’re here, there’s nothing I fear,
And I know that my heart will go on
We’ll stay forever this way
You are safe in my heart
And my heart will go on and on
“My Heart Will Go On” (from the “Titanic” soundtrack)
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31. Assessment What role do movies play in culture?
31
Achievement Level - Listening
Individual activity
Listen to the following audio about movie trailers and determine if each
of the following statements are true, false, or not mentioned in the audio.
a. Trailers are usually 1-2 minutes long.
b. Trailers only show the beginning of the movie.
c. Trailers are funny.
3
Achievement Level - Speaking
Individual activity
Discuss all of the professions you can think of that are related to movies with
2-3 of your classmates. We have seen many in this chapter. What are some
of the advantages and disadvantages of each? Which one(s) are most interesting
to you and your classmates? Are there any that you think would be terrible jobs?
Take notes on your conversation and be prepared to discuss your answers
as a class.
4
Achievement Level - Grammar/Vocabulary
Individual activity
Imagine you were watching a movie with your friends last weekend. A lot of things
were happening during the movie that got interrupted. Write five sentences
in which you use both the past continuous (for the ongoing action) and simple
past (for the action that interrupts it.)
Example: We were talking about the characters when suddenly we heard
an explosion in the movie.
5
I check the box that most applies to me
Topics I do it very well
I do it
somewhat well
I can improve
I can’t do it
without help
Understand and use movie vocabulary
Understand and use popular idioms
Write a sequel to a story
Self-evaluation
I’m completing this self-evaluation based on what I learned in the module.
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32. Your Own Mini-Movie
32
Now that you have become a movie expert, you are ready to make your
own short film! In groups of 3-4, brainstorm ideas for a short movie script.
Decide what genre you want to do, who the main characters will be, what
the plot will entail, and what props you may need. Take notes.
• Genre:
• Characters:
• Plot:
• Props:
Tip
Remember to use the
tense that is appropriate.
If you are talking about
something that is true
now or happening now,
use the present. If you are
telling a story that already
happened, use the past.
If you are talking about
something that will happen,
use the future.
Work together to write a script of a minimum of 120 words. Be sure that
the story flows logically to a climax. Be prepared to record your movie
or to perform it in front of the class.
Project 2
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