Ms. Teagues (Janine) needs a new a rug for her classroom. Her colleagues try to help her.
It is important to read the vocabulary and background before you watch the video. This will improve your ability to understand the video. It will also help you understand how the new vocabulary is used naturally.
The first time you watch the video, just try to understand the overall situation.
First, try to answer all the questions from memory. Then rewatch the video and try to answer the questions that you missed.
Watch the video again while you read the script. Reading and listening at the same time will help you hear each individual word and improve your listening accuracy.
There are several different activities that focus on listening accuracy, pronunciation, vocabulary, grammar, and sentence structure.
Es importante leer el vocabulario y los antecedentes antes de ver el video. Esto mejorará su capacidad para comprender el video. También le ayudará a comprender cómo se usa el nuevo vocabulario de forma natural.
La primera vez que vea el video, intente comprender la situación general.
Primero intente responder todas las preguntas de memoria. Luego, vuelva a ver el video e intente responder las preguntas que se perdió.
Mire el video nuevamente mientras lee el guión. Leer y escuchar al mismo tiempo lo ayudará a escuchar cada palabra individual y mejorará su precisión auditiva.
Hay una serie de actividades diferentes que se centran en la precisión auditiva, la pronunciación, el vocabulario, la gramática y la estructura de las oraciones.
비디오를 보기 전에 어휘와 배경을 읽는 것이 중요합니다. 이렇게 하면 비디오를 이해하는 능력이 향상됩니다. 또한 새로운 어휘가 어떻게 자연스럽게 사용되는지 이해하는데 도움이됩니다.
비디오를 처음 볼 때 전체 상황을 이해하려고 노력하세요.
먼저 모든 질문에 답을 해보세요. 그런 다음 비디오를 다시보고 놓친 질문에 답해보세요.
대본을 읽는 동안 비디오를 다시 보세요. 읽기와 듣기를 동시에 하면 각각의 단어를 듣고, 듣기 정확도를 향상시킬 수 있습니다.
듣기 정확도, 발음, 어휘, 문법 및 문장 구조에 초점을 맞춘 다양한 액티비티가 있습니다.
[n] - noun, [v] - verb, [phv] - phrasal verb, [adj] - adjective, [exp] - expression
This activity is designed to improve sentence accuracy and complexity. Most students can produce the key content words in a sentence. However, they have difficulty with accuracy because the functional words are difficult or can seem unimportant. This activity will help learners eliminate problems with these functional words by giving them immediate feedback on the mistakes they are making. It will also help students develop their use of more natural, varied and complex sentence structures.
TIP: Say the sentence out loud. Notice the types of mistake you make often. Focus on those types of errors. (singular/plural, subject-verb agreement, article use, prepositions, gerunds and infinitives, noun clauses, adjective clauses, word order, and word forms.)
Esta actividad está diseñada para mejorar la precisión y complejidad de las oraciones. La mayoría de los estudiantes pueden producir las palabras clave del contenido en una oración. Sin embargo, tienen dificultades con la precisión porque las palabras funcionales son difíciles o pueden parecer poco importantes. Esta actividad ayudará a los alumnos a eliminar problemas con estas palabras funcionales al brindarles retroalimentación inmediata sobre los errores que están cometiendo. También ayudará a los estudiantes a desarrollar su uso de estructuras de oraciones más naturales, variadas y complejas.
CONSEJO: Diga la oración en voz alta. Observe los tipos de errores que comete con frecuencia. Concéntrese en ese tipo de errores. (singular / plural, concordancia entre sujeto y verbo, uso del artículo, preposiciones, gerundios e infinitivos, cláusulas sustantivas, cláusulas adjetivas, orden de las palabras y formas de las palabras).
이 액티비티는 문장의 정확성과 복잡성을 개선하기 위해 고안되었습니다. 대부분의 학생들은 문장에서 핵심 내용 단어를 생성 할 수 있습니다. 그러나 기능적 단어가 어렵거나 중요하지 않은 것처럼 보일 수 있기 때문에 정확성에 어려움이 있습니다. 이 액티비티는 학습자가 실수에 대한 즉각적인 피드백을 제공함으로써 이러한 기능적 단어의 문제를 제거하는 데 도움이 됩니다. 또한 학생들이 보다 자연스럽고 다양하며 복잡한 문장 구조를 사용하는 데 도움이 됩니다.
팁 : 문장을 크게 말하세요. 자주 저지르는 실수 유형과, 이러한 유형의 오류에 집중하세요. (단수 / 복수, 주어-동사 일치, 관사 사용, 전치사, 동명사 및 부정사, 명사절, 형용사절, 어순 및 단어 형태)
Directions: Write sentences about the video clip using the words given. You can change the word form or add words, but you cannot change the word order. Use present tense.
Instrucciones: Escriba oraciones sobre el videoclip usando las palabras dadas. Puede cambiar la forma de la palabra o agregar palabras, pero no puede cambiar el orden de las palabras. Usa el tiempo presente.
지시 : 주어진 단어를 사용하여 비디오 클립에 대한 문장을 씁니다. 어형을 변경하거나 단어를 추가할 수 있지만 어순은 변경할 수 없습니다. 현재 시제를 사용합니다.
Ms / Teagues / need / new / rug / classroom
Ms. Teagues needs new rugs for her classroom.
teacher / not / happy / film / crew / school
The teachers are not happy about the film crew at the school.
The teachers are not happy (that) there is a film crew at the school.
Melissa / think / Ava / bad / job
Melissa thinks (that) Ava is bad at her job.
one / new / teacher / come / staff / room / and / tell / Ava / she / need / help
One of the new teachers come into the staff room and tells Ava that she needs help.
Ava / inform / all / teacher / there / no / funding / thing / they / want
Ava informs all of the teachers (that) there is no funding for the things (that/which) they want.
one / Ms / Teagues / student / nap / rug / because / he / have / difficult / home / life
One of Ms. Teagues' students (takes) naps on [the/her] rug because he has a difficult home life.
Ms / Howard / offer / help / Janine / by / collect / money / other / teacher / buy / new / rug
Ms. Howard offers to help Janine by collecting money from the other teachers to buy (her) a new rug.
although / Janine / not / want / take / money / she / suspect / Melissa / have / friend / can / help / them
Although Janine doesn't want to take their money, she suspects (that) Melissa has a friend [who/that] can help them.
Melissa / friend / steal / rug / football / stadium / renovation / and / deliver / it / school
Melissa's friend steals a rug from the football stadium renovation and delivers it to the school.
Janine / want / thank / man / but / he / want / keep / identity / secret
Janine wants to thank the man, but he wants to keep his identity (a) secret.
Directions: Choose the word or expression that best completes the sentence.
Instrucciones: Elija la palabra o expresión que mejor complete la oración.
지시 사항 : 문장을 가장 잘 완성하는 단어나 표현을 선택하십시오.
JANINE: Whew! Guys, I need a new rug. Mine is officially done.
JACOB: Mmm! Me too. I shook mine out, and all of the asthma kids had to go to the nurse's office.
MELISSA: Yeah, mine's busted. And you can't class up a rug like you can a couch with a nice coat of plastic.
AVA: Hey-yo! What it do, baby-boos? What y'all think about this little film crew I brought in here?
BARBARA: Distracting, makes our jobs harder.
AVA: But exciting. We about to be on TV.
BARBARA: Because they are covering underfunded, poorly managed public schools in America.
AVA: No press is bad press, Barb. Look at Mel Gibson. Still thriving. "Daddy's Home "? Hilarious!
JANINE: Ava's our principal. She has a unique take on her job.
MELISSA: She's bad at her job. What's unique is that she's bad at her job.
TEACHER: There you are. Ava, can I talk to you? I need an aide. I'm outnumbered in there. The kids are crazy. One of them told me to mind my six this morning. I don't know what that means, and I need help.
AVA: Calm down. They're just kids. And, besides, aides cost money, and we don't have that.
TEACHER: Right, but I just...
AVA: Do you want to split your salary with somebody else? No. No, no. I didn't think so.
JANINE: Well, if we can't get aides, maybe we can get new rugs?
AVA: All I'm hearing is, "New, new, new, need, need, need." And, yet, Barb, one of our best and most senior teachers here, she never complains. What is your secret, Barb?
BARBARA: Knowing there's not much you can do, Ava.
AVA: So understanding. Be like Ms. Howard, people.
BARBARA: Janine, ignore Ava.
JANINE: Every lunch period, Barbara. Every single one, Amir comes and naps on the rug.
BARBARA: He was in my class. Mom's got a lot of kids. Dad's not around, and when he is, the parents fight.
JANINE: Right. So he doesn't get much sleep. I told him to sleep at his desk, but he says the rug is softer... softer than his bed at home.
JANINE: You know what? I don't care if you think I'm good at this or not anymore. I care about whether or not I can make a change.
BARBARA: Janine, teachers at a school like Abbott, we have to be able to do it all. We are admin. We are social workers. We are therapists. We are second parents. Hell, sometimes, we're even first. Why? Heh, it sure ain't the money. You want to know my secret? Do everything you can for your kids. We'll help. Hey, I suggest we put our money together and buy Janine the rug. What y'all think?
JANINE: Guys, you can't. You don't have it. I know because I have the same salary as you and I overdrafted on a doughnut hole this morning.
BARBARA: Well, what are you going to do? Steal a rug?
JANINE: Not me, but I know a guy who knows a guy?
MELISSA: Way ahead of you. I'm going to have to bake a ziti. Hey, Tony, you big strong. Listen, you still working that stadium build?
JANINE: This day hasn't been easy, but it's been good, because I finally get what Barbara has been saying.
JANINE: Oh, my God. He came.
MELISSA: Go get it.
JANINE: You have to find a way. Get things done yourself.
JANINE: Hey, thank you so much. What's your name?
MAN: I got no name.
MELISSA: He doesn't got a name.
JANINE: Even if the way you do them is outside of the system