Listen in English | How I met your mother

Directions 목표 Direcciones Instruções

READ the VOCABULARY + BACKGROUND
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.
WATCH the VIDEO
The first time you watch the video, just try to understand the overall situation.
ANSWER the QUESTIONS
First, try to answer all the questions from memory. Then rewatch the video and try to answer the questions that you missed.
WATCH and READ the SCRIPT
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.
DO the ACTIVITIES
There are several different activities that focus on listening accuracy, pronunciation, vocabulary, grammar, and sentence structure.

LEA el VOCABULARIO y ANTECEDENTES.
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.
VER el VIDEO
La primera vez que vea el video, intente comprender la situación general.
RESPONDE a las PREGUNTAS
Primero intente responder todas las preguntas de memoria. Luego, vuelva a ver el video e intente responder las preguntas que se perdió.
MIRAR Y LEER
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.
HACER LAS ACTIVIDADES
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.

어휘와 배경 읽기
비디오를 보기 전에 어휘와 배경을 읽는 것이 중요합니다. 이렇게 하면 비디오를 이해하는 능력이 향상됩니다. 또한 새로운 어휘가 어떻게 자연스럽게 사용되는지 이해하는데 도움이됩니다.
비디오 보기
비디오를 처음 볼 때 전체 상황을 이해하려고 노력하세요.
문제에 답하기
먼저 모든 질문에 답을 해보세요. 그런 다음 비디오를 다시보고 놓친 질문에 답해보세요.
비디오 보면서 대본 읽기
대본을 읽는 동안 비디오를 다시 보세요. 읽기와 듣기를 동시에 하면 각각의 단어를 듣고, 듣기 정확도를 향상시킬 수 있습니다.
액티비티 하기
듣기 정확도, 발음, 어휘, 문법 및 문장 구조에 초점을 맞춘 다양한 액티비티가 있습니다.

LER o VOCABULÁRIO + FUNDO
É importante ler o vocabulário e o histórico antes de assistir ao vídeo. Isso melhorará sua capacidade de entender o vídeo. Também ajudará você a entender como o novo vocabulário é usado naturalmente.
ASSISTA ao VÍDEO
Na primeira vez que assistir ao vídeo, tente entender a situação geral.
RESPONDA às PERGUNTAS
Primeiro, tente responder todas as perguntas de memória. Em seguida, assista novamente ao vídeo e tente responder às perguntas que você errou.
ASSISTA e LEIA o SCRIPT
Assista ao vídeo novamente enquanto lê o roteiro. Ler e ouvir ao mesmo tempo ajudará você a ouvir cada palavra individualmente e a melhorar sua precisão auditiva.
FAÇA as ATIVIDADES
Existem várias atividades diferentes que se concentram na precisão auditiva, pronúncia, vocabulário, gramática e estrutura da frase.

Vocabulary 어휘 Vocabulário Vocabulario

☐ ☐ ☐ settle down [phv] - get married
☐ ☐ ☐ strategically [adv] - carefully and with a plan
☐ ☐ ☐ the jukebox [n] - the big machine in a bar that plays music [image]
☐ ☐ ☐ get dumped [exp] - be broken up with (lose your girlfriend/boyfriend)
☐ ☐ ☐ a long shot [exp] - a low chance or a low probability
☐ ☐ ☐ What the hell! [exp] - Sure. Ok. Let's try.
☐ ☐ ☐ denied [v] - rejected

[n] - noun, [v] - verb, [phv] - phrasal verb, [adj] - adjective, [exp] - expression

Background 배경 O fundo Antecedentes


Ted	Barney	Robin

Ted and Barney are good friends who live in New York.
Ted is depressed because his best friend (Marshall) is getting married, but Ted is still single.

Questions 문제 Questões Preguntas

How old is Ted?
under 30
30
over 30
At what age does Ted think it is okay to get married?
20
30
40
Ted says he ____ get married.
is ready to
isn't ready to
will never
How does Ted meet Robin?
He introduces himself at the bar.
He sends a drink to her table.
Barney introduces him to her.
What is Robin's job?
She is a news reporter.
She is a waitress.
She is a musician.
Why is Robin's friend angry?
Ted is her ex-boyfriend.
Guys are only talking to Robin.
She recently broke up with her boyfriend.
When does Ted ask to meet Robin (first)?
Tomorrow night
Saturday night
On the weekend
Why can't Robin meet him then?
She has to work.
She has a boyfriend.
She has plans with her friends.
When does Robin agree to meet Ted?
Tomorrow night
Saturday night
On the weekend
Why does Robin throw a drink in Ted's face?
To make her friend happy
Because Barney was rude
Because Ted was rude

Grammar 문법 Gramática Gramática (verb tenses)

Directions: 1) Read these sentences from the video and choose the word or expression that you think fits best. 2) Listen again and check your answers.

Instrucciones: 1) Lea la conversación y elija la palabra o expresión que crea que es mejor. 2) Escuche y verifique sus respuestas.

Instrucciones: 1) Leia a conversa e escolha a palavra ou expressão que você criou que é melhor. 2) Ouça e verifique suas respostas.

지시 사항 : 1) 대화를 읽고 가장 적절하다고 생각되는 단어나 표현을 고르세요. 2) 답변을 듣고 확인합니다.

Why (am I freaking) out all of the sudden? This is crazy. I'm not ready to settle down. The plan (has always been) "Don't even think about it until you're 30."
Exactly.
And there she was.
It (was) like something from an old movie where the sailor (sees) the girl across the crowded dance floor, (turns) to his buddy and (says) , "See that girl? I (am going to marry) her someday."
Go say hi.
I can't just go say hi. I (need) a plan. I (am going to wait) until she (goes) to the bathroom. Then I ('ll strategically place) myself by the jukebox.
Hi. (Have you met) Ted?
Hi.
Let me guess. Ted.
Hey, (do you want) to have dinner with me Saturday night?
Oh, I can't. I ('m going) to Orlando for a week on Friday. Some guy (is attempting) to make the world's biggesat pancake. Guess who (do you want) it.
That (is going to take) a week?
Yeah, he (is going to eat) it, too. It's another record.

Sentence Building 문장 만들기 Construção de sentença Construcción de oraciones [ ? ]
Summary

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.)

Resumen

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).

요약

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)

Resumo

Esta atividade foi desenvolvida para melhorar a precisão e a complexidade das frases. A maioria dos alunos pode produzir as palavras-chave do conteúdo em uma frase. No entanto, eles têm dificuldade com precisão porque as palavras funcionais são difíceis ou podem parecer sem importância. Esta atividade ajudará os alunos a eliminar problemas com essas palavras funcionais, dando-lhes feedback imediato sobre os erros que estão cometendo. Também ajudará os alunos a desenvolver o uso de estruturas de sentenças mais naturais, variadas e complexas.

DICA: Diga a frase em voz alta. Observe os tipos de erro que você comete com frequência. Concentre-se nesses tipos de erros. (singular/plural, concordância sujeito-verbo, uso de artigos, preposições, gerúndios e infinitivos, cláusulas substantivas, cláusulas adjetivas, ordem das palavras e formas das palavras.)

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 a present time frame (tense).
( ) = optional [ ] = necessary

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.

Instrucciones: Escribe oraciones sobre el videoclip usando las palabras dadas. Puede cambiar la forma de las palabras o agregar palabras, pero no puede cambiar el orden de las palabras. Usa tiempo presente.

지시 : 주어진 단어를 사용하여 비디오 클립에 대한 문장을 씁니다. 어형을 변경하거나 단어를 추가할 수 있지만 어순은 변경할 수 없습니다. 현재 시제를 사용합니다.

Sentence 1

Ted / Barney / be / bar / talk / future

Ted and Barney are at [a/the] bar talking about [their/the] future.

Sentence 2

Ted / freak / out / because / best / friend / get / marry

Ted is freaking out because his best friend is getting married.

Sentence 3

Ted / not / even / want / think / settle / down / until / he / 30

Ted [doesn't/didn't] even want to think about settling down until he [is/turns] 30 (years old).

Sentence 4

then / Ted / see / Robin / across / room / and / everything / change

Then Ted sees Robin (from) across the room, and everything changes.

Sentence 5

Barney / encourage / Ted / go / say / hi / but / Ted / want / strategically / plan / approach

Barney encourages Ted to go (and) say hi, but Ted wants to strategically plan his approach.

Sentence 6

so / Barney / introduce / Robin / Ted / when / she / come / bar

So Barney introduces Robin to Ted when she comes to the bar.

Sentence 7

Robin / be / TV / reporter

Robin is a TV reporter.

Sentence 8

one / Robin / friend / just / get / dump

One of Robin's friends just got dumped.

Sentence 9

therefore / they / not / happy / that / she / talk / guy

Therefore, they are not happy that she is talking to a guy.
Therefore, they don't seem (to be) happy that she is talking to a guy.

Sentence 10

Ted / offer / let / Robin / throw / drink / face / make / Robin / friend / happy

Ted offers to let Robin throw a drink in his face (in order) to make Robin's friend happy.

Sentence 11

Ted / ask / Robin / out / date / Saturday / night

Ted asks Robin out on date Saturday night.

Sentence 12

Robin / not / meet / Ted / Saturday / because / she / have / go / Orlando / do / story

Robin can't meet Ted (on) Saturday because she has to go to Orlando (in order) to do a story.

Sentence 13

so / they / agree / meet / next / night

So they agree to meet the next night.

Listen & Repeat 듣고 따라하기 Ouça e repita Escuchar y repetir [ ? ]
Listen & Repeat

This activity has two purposes.

The first purpose is to improve listening accuracy. Learners can often understand the general meaning of a video but still not hear and understand many of the words that are said. This is because native speakers tend to say the functional words unclearly. (eg. don’t know, going to, want to, can’t, must have) This activity is designed to help learners improve their ability to hear these words.

TIP: Learners should listen, and then try to repeat exactly what they hear. Then they should click “Show” and read the sentence. After reading the sentence, learners should listen again and try to hear each word.

The second purpose is to improve pronunciation.

TIP: Learners should listen to and read the sentences at the same time. Then learners should try to copy the pronunciation and intonation of the speaker exactly.

TIP: Exaggerating the intonation and feeling of the speaker is useful. It may feel awkward or funny, but it will help you sound more natural.

Escuchar y Repetir

Esta actividad tiene dos propósitos separados.

El primer propósito es mejorar la precisión auditiva. Los estudiantes a menudo pueden comprender el significado general de un video, pero aún no escuchan ni comprenden muchas de las palabras que se dicen. En particular, los hablantes nativos tienden a decir las palabras funcionales (p. Ej., No sé, voy a, quiero, no puedo, debe haberlo hecho) de manera poco clara. Esta actividad está diseñada para ayudar a los alumnos a mejorar su capacidad para escuchar estas palabras.

CONSEJO: Los alumnos deben escuchar y luego intentar repetir exactamente lo que se dijo. Luego deben hacer clic en "Show" y leer la oración. Después de leer la oración, los alumnos deben volver a escuchar e intentar escuchar cada palabra.

El segundo propósito es mejorar la pronunciación.

CONSEJO: Los alumnos deben escuchar y leer las oraciones al mismo tiempo. Luego, los alumnos deben intentar copiar la pronunciación y la entonación del hablante.

CONSEJO: Es útil exagerar la entonación y el sentimiento del hablante. Puede parecer incómodo o divertido, pero te ayudará a sonar más natural.

듣고 따라하기

이 액티비티에는 두 가지 목적이 있습니다.

첫 번째 목적은 청취 정확도를 높이는 것입니다. 학생들은 종종 비디오의 일반적인 의미를 이해할 수 있지만 여전히 많은 단어를 듣고 이해하지 못합니다. 특히 원어민은 기능적 단어 (예 : 모르겠다, 갈 것, 갖고 싶어, 가질 수 없어야 한다)를 불분명하게 말하는 경향이 있습니다. 이 액티비티는 학습자가 이러한 단어를 듣는 능력을 향상시킬 수 있도록 고안되었습니다.

팁 : 학습자는 듣고 나서 말한 내용을 정확하게 반복해야 합니다. 그들은“Show”를 클릭하고 문장을 읽어야 합니다. 문장을 읽은 후 학습자는 다시 듣고 각 단어를 들어야 합니다.

두 번째 목적은 발음을 향상시키는 것입니다.

팁 : 학습자는 동시에 문장을 듣고 읽어야 합니다. 그런 다음 학습자는 화자의 발음과 억양을 따라 해 보아야 합니다.

팁 : 화자의 억양과 느낌을 과장하는 것이 유용합니다. 어색하거나 재미있게 느껴질 수 있지만 더 자연스럽게 들리는 데 도움이 됩니다.

Ouvir e repetir

Esta atividade tem dois propósitos.

O primeiro objetivo é melhorar a precisão auditiva. Os alunos geralmente podem entender o significado geral de um vídeo, mas ainda não ouvem e entendem muitas das palavras que são ditas. Isso ocorre porque os falantes nativos tendem a dizer as palavras funcionais de forma pouco clara. (por exemplo, não sei, vou, quero, não posso, devo ter) Esta atividade é projetada para ajudar os alunos a melhorar sua capacidade de ouvir essas palavras.

DICA: os alunos devem ouvir e tentar repetir exatamente o que ouviram. Em seguida, deveriam clicar em “Mostrar” e ler a frase. Depois de ler a frase, os alunos devem ouvir novamente e tentar ouvir cada palavra.

O segundo objetivo é melhorar a pronúncia.

DICA: os alunos devem ouvir e ler as frases ao mesmo tempo. Em seguida, os alunos devem tentar copiar exatamente a pronúncia e a entonação do falante.

DICA: É útil exagerar na entonação e no sentimento do falante. Pode parecer estranho ou engraçado, mas ajudará você a soar mais natural.

Directions: Play the audio clip and try to repeat what you hear. Click "Show" to see the text.

Instrucciones: Reproduce el clip de audio e intenta repetir lo que escuchas. Haga clic en "Show" para ver el texto.

Instrucciones: Reproduzca el clip de audio e intente repetir lo que escucha. Haga clic en "Mostrar" para ver el texto.

지시 사항 : 오디오 클립을 재생하고 들리는 내용을 반복해 보십시오. 텍스트를 보려면 "Show" 를 클릭하십시오.

Clip 1

Why am I freaking out all of the sudden? This is crazy. I'm not ready to settle down.

Clip 2

The plan has always been don't even think about it until you're 30.

Clip 3

Even if I was ready, which I'm not, but if I was, it's like, "Okay, I'm ready. Where is she?"

Clip 4

See that girl? I'm going to marry her someday.

Clip 5

I can't just go say hi. I need a plan.

Clip 6

So what do you do?

Clip 7

I'm a reporter for Metro News 1.

Clip 8

Yeah, see the one in the middle just got dumped by her boyfriend.

Clip 9

You know, if it'll make your friend feel better, you could throw a drink in my face.

Clip 10

Hey, you want to have dinner with me Saturday night?

Clip 11

That's going to take a week?

Clip 12

I know this is a long shot, but how about tomorrow night?

Clip 13

Jerk! That was fun.

Clip 14

De - wait for it - nied. Denied.

Clip 15

We're going out tomorrow night.

Natural Language

if I was/were

⇒ "If I were..." is the correct grammar for imaginary situations.
However, native speakers often use "If I was..."

Ted: Even if I was ready, which I'm not, but if I was, it's like, "Okay, I'm ready. Where is she?"

Q: Watch the video above. What is the difference in meaning between "If I was..." and "If I were..."
If I were = imaginary situations
If I was = a past situation that was possible
go + verb

⇒ You can use go + verb without "to" or "-ing"

Ted: I can't just go say hi. I need a plan.

Some other examples:
• We should go get some lunch.
• I am going to go buy a new phone.
• It's almost time to go meet our friends.
• You need to go find a place to sit.

Q: Watch the video above. What verbs are most commonly used with "go"?
get, see , find, ask, check, buy
wait for it

⇒ Barney often puts "wait for it" in the middle of words to emphasize.

Barney: "De - wait for it - nied! Denied!"

Q: Watch the video above. What other words do they use with this structure?
denied, legendary, delightful, incredible

Q: What other words could you use this structure with?

Discussion 논의 Questões de discussão Discusión

Ted is looking for his soulmate. In your opinion, what does soulmate mean? Do you think everyone has a soulmate? If so, have you met your soulmate yet?
Ted is romantic, shy, and thinks a lot. Barney is more aggressive and just acts without thinking. Who are you more similar to? How?
Barney uses the "Have you met Ted?" game to introduce Ted to Robin. Do you think this would be effective in real life?
In your opinion, what is the best way to approach someone (that you think is attractive) in a bar? (Be creative!)
Do you think it is easier to approach someone by yourself or with friend (a wingman)? Why?
Has anyone ever thrown a drink in your face, or have you ever thrown a drink in someone's face? If so, why? If not, does it look fun? Do you want to try?

Script 대본 Roteiro Texto

Ted: Why am I freaking out all of the sudden? This is crazy. I'm not ready to settle down. The plan has always been don't even think about it until you're 30.

Barney: Exactly.

Ted: Plus, Marshall has found the love of his life. Even if I was ready, which I'm not, but if I was, it's like, "Okay, I'm ready. Where is she?"

Ted: And there she was.

Ted: It was like something from an old movie where the sailor sees the girl across the crowded dance floor, turns to his buddy and says, "See that girl? I'm going to marry her someday."

Barney: Go say hi.

Ted: I can't just go say hi. I need a plan. I'm going to wait until she goes to the bathroom, then I'll strategically place myself by the jukebox so that...

Barney: Hi. Have you met Ted?

Ted: Hi.

Robin: Let me guess. Ted.

Ted: So what do you do?

Robin: I'm a reporter for Metro News 1.

Ted: Oh. Oh, your friends don't seem too happy.

Robin: Yeah. See the one in the middle just got dumped by her boyfriend. So tonight, every guy is the enemy.

Ted: You know, if it'll make your friend feel better, you could throw a drink in my face. I don't mind.

Robin: She would love that. And it does look fun in the movies.

Ted: Hey, you want to have dinner with me Saturday night?

Robin: Oh, I can't. I'm going to Orlando for a week on Friday. Some guy is attempting to make the world's biggesat pancake. Guess who's covering it.

Ted: That's going to take a week?

Robin: Yeah, he's going to eat it, too. It's another record.

Friend: Hey, what's taking so long?

Ted: I know this is a long shot, but how about tomorrow night?

Robin: Yeah. What the hell. Jerk! That was fun.

Barney: De - wait for it - nied. Denied.

Ted: We're going out tomorrow night.

Learn English with How I met your mother

#1. Ted's Soulmate