Learn English with Friends

#4. Ross Has a Son (1)


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Published: 6.10.2021
Level 4   |   Time: 4:00
Accent: American
Source: Friends [S1 E22]

Susan and Ross compete to see who can be help Carol more during her pregnancy.



    

triangle Directions 목표 Direcciones Instruções


  1. 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.

  2. WATCH the VIDEO

    The first time you watch the video, just try to understand the overall situation.

  3. 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.

  4. 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.

  5. DO the ACTIVITIES

    There are several different activities that focus on listening accuracy, pronunciation, vocabulary, grammar, and sentence structure.

  1. 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.

  2. VER el VIDEO

    La primera vez que vea el video, intente comprender la situación general.

  3. 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.

  4. 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.

  5. 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.

  1. 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.

  2. 비디오 보기

    비디오를 처음 볼 때 전체 상황을 이해하려고 노력하세요.

  3. 문제에 답하기

    먼저 모든 질문에 답을 해보세요. 그런 다음 비디오를 다시보고 놓친 질문에 답해보세요.

  4. 비디오 보면서 대본 읽기

    대본을 읽는 동안 비디오를 다시 보세요. 읽기와 듣기를 동시에 하면 각각의 단어를 듣고, 듣기 정확도를 향상시킬 수 있습니다.

  5. 액티비티 하기

    듣기 정확도, 발음, 어휘, 문법 및 문장 구조에 초점을 맞춘 다양한 액티비티가 있습니다.

  1. 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.

  2. ASSISTA ao VÍDEO

    Na primeira vez que assistir ao vídeo, tente entender a situação geral.

  3. 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.

  4. 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.

  5. FAÇA as ATIVIDADES

    Existem várias atividades diferentes que se concentram na precisão auditiva, pronúncia, vocabulário, gramática e estrutura da frase.

triangle Vocabulary 어휘 Vocabulário Vocabulario


  • ☐ ☐ ☐ contractions [n] - a shortening of the muscles in a woman's uterus during childbirth
  • ☐ ☐ ☐ a uterus [n] - the part of a woman's body where a child grows (the womb)
  • ☐ ☐ ☐ quartz [n] - a hard white crystal (rock) used in expensive wrist watches and clocks
  • ☐ ☐ ☐ ice chips [n] - small pieces of frozen water
  • ☐ ☐ ☐ land on (something) [phv] - decide (something)
  • ☐ ☐ ☐ pass by [phv] - skip
  • ☐ ☐ ☐ a fiasco [n] - a disaster, a complete failure
  • ☐ ☐ ☐ a cramp [n] - a severe muscle pain caused by tiredness or lack of water
  • ☐ ☐ ☐ I got it! [exp] - I will do it!
  • ☐ ☐ ☐ my fault [n] - I caused the problem
  • ☐ ☐ ☐ come along [phv] - arrive, join a group
  • ☐ ☐ ☐ clever [adj] - funny, witty
  • ☐ ☐ ☐ ironic [adj] - bad luck, happening in the opposite way that is expected
  • ☐ ☐ ☐ over [adj] - finished
  • ☐ ☐ ☐ a lesbian [n] - a woman who is romantically interested in other women

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



triangle Background 배경 O fundo Antecedentes


Ross from Friends Phoebe from Friends Susan from Friends Carol from Friends
Ross Phoebe Susan Carol
  • Carol is Ross's ex-wife. She is pregnant with Ross's son.
    Note: The actress who plays Carol has changed from the previous video.
  • Susan is Carol's partner (girlfriend).
  • They are in a hospital because Carol is going to give birth.

triangle Questions 문제 Questões Preguntas


  1. Carol is ten months pregnant.
    True
    False

  2. Carol loves the contractions.
    True
    False

  3. Carol is not allowed to drink water.
    True
    False

  4. Susan and Ross leave to get a glass of water for Carol.
    True
    False

  5. Rachel brings ice chips for Carol.
    True
    False

  6. Ross wants to name the baby Jordie.
    True
    False

  7. Susan used to date someone named Jamie.
    True
    False

  8. Carol has stomach cramps.
    True
    False

  9. Susan thinks Ross is threatened by her.
    True
    False

  10. Phoebe doesn't like yelling.
    True
    False

  11. They are locked in the closet.
    True
    False

  12. Ross is worried that he won't be able to spend time with his son.
    True
    False

  13. Susan is worried that people will not understand her relationship to the baby.
    True
    False

  14. Phoebe's mother went to jail.
    True
    False

  15. Phoebe's father died.
    True
    False

  16. Phoebe thinks that the baby is going to have a difficult life.
    True
    False



triangle Sentence Building (Summary) 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).

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

doctor / ask / Carol / about / contraction


The doctor asks Carol about her contractions.



Sentence 2

Susan / Ross / compete / see / who / can / help / Carol / most


Susan and Ross are competing to see who can help Carol (the) most.
Susan and Ross compete to see who can help Carol (the) most.



Sentence 3

Rachel / walk / room / some / ice / chip / Carol


Rachel walks [into/in] the room with (some) ice chips for Carol.
Rachel walks [into/in] the room and gives (some) ice chips to Carol.



Sentence 4

They / argue / what / name / baby


they are arguing [about/over] what to name the baby.
they are arguing [about/over] what they will name the baby.



Sentence 5

Carol / throw / them / room / because / they / argue


Carol throws them out of the room because they are arguing.



Sentence 6

Phoebe / take / Ross / Susan / closet / and / give / them / lecture


Phoebe takes Ross and Susan [into/in] [the/a] closet(,) and (she) gives them a lecture.



Sentence 7

Phoebe / discover / closet / door / lock


Phoebe discovers (that) the closet door is locked.



Sentence 8

Ross / break / credit / card / try / break / out / closet


Ross breaks his credit card ((while) he is) trying to break out of the closet.



Sentence 9

Susan / Ross / both / worry / relationship / baby


Susan and Ross are both worried about their relationship with the baby.



Sentence 10

Phoebe / grow / without / parent


Phoebe grew up without (any) parents.



Sentence 11

Phoebe / mother / die / father / leave / stepfather / go / jail


Phoebe's mother died, her father left, and her stepfather went to jail.



Sentence 12a

Phoebe / think / Ross / son / lucky / because / three / person / want / love / him


Phoebe thinks (that) Ross's son is lucky because three people want to love him.



Sentence 12b

Phoebe / think / Ross / son / lucky / because / he / have / three / person / want / love / him


Phoebe thinks (that) Ross's son is lucky because he has three people who want to love him.



triangle 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

So, I understand you're thinking of having a baby.



Clip 2

How (are) you doing with your contractions?



Clip 3

They're every four minutes and last 55 seconds.



Clip 4

Who the hell is Jordie?



Clip 5

We all agreed, my son's name is Jamie.



Clip 6

Look, Carol never threw me out of a room before you came along.



Clip 7

Well, there's a lot of things Carol never did before I came along.



Clip 8

I should be in there, you know, instead of stuck in a closet with you.



Clip 9

Believe me! No one has been waiting for this as much as I have!



Clip 10

When this day is over, you get to go home with the baby.



Clip 11

You get to be the baby's father.



Clip 12

Everyone knows who you are.



Clip 13

When I was growing up, you know, my dad left, and my mother died, and my stepfather went to jail.



Clip 14

...who care about it so much that they're fighting over who gets to love it the most.



Clip 15

It's just the luckiest baby in the whole world.



triangle Discussion 논의 Questões de discussão Discusión


  1. Both Susan and Ross are worried about their relationship with the baby. What is Ross specifically worried about? What is Susan specifically worried about? Which one has more to worry about? Who will have a more difficult situation as the child grows up?
  2. Do you agree with Phoebe? Is the baby lucky to have three parents, or will this situation be difficult for the child as he grows up? Why?
  3. How do people usually choose names for their children in your country? How did they choose names in your grandparents' generation?
  4. Do you know why your parents chose your name? Does your name have any special meaning?
  5. What is the difference between "I was named by my aunt." and "I am named after my aunt." ?
  6. In some Asian countries, people say a pregnancy lasts 10 months. In most western countries, people say 9 months. Why do you think there is a difference?

triangle Script 대본 Roteiro Texto


Doctor: Hey, how's my favorite parenting team doing?

Ross: Dr. Franzblau, hi.

Doctor: So, I understand you're thinking of having a baby? Well, I see you're nine months pregnant. That's a good start. How you doing with your contractions?

Carol: Oh, I love them. Each one's like a little party in my uterus.

Susan: They're every four minutes and last 55 seconds.

Ross: 59 seconds. Quartz, ha.

Susan: Swiss quartz, ha, ha.

Carol: Am I allowed to drink anything?

Dr. Franzblau: Ice chips, just ice chips. They're at the nurses' station.

Ross: I'll get it.

Susan: No, I'm getting it. I'll be right back.

Ross: I got it. I'm getting it!

Rachel: Hi, I thought you might like some ice chips.

Ross: Breathe.

Susan: Breathe.

Ross: Breathe.

Susan: Breathe.

Ross: Breathe.

Susan: Breathe.

Carol: You're going to kill me!

Ross: 15 more seconds, 14, 13, 12...

Carol: Count faster.

Susan: It's going to be ok, just remember, we're doing this for Jordie. Just keep focusing on Jordie.

Ross: Who the hell is Jordie?

Susan: Your son.

Ross: No-no-no. I don't have a son named Jordie. We all agreed, my son's name is Jamie.

Carol: Well, Jamie was the name of Susan's first girlfriend, so we went back to Jordie.

Ross: What? Whoa, whoa whoa whoa, what do you mean, back to Jordie? We never landed on Jordie. We just passed by it during the whole Jessy, Cody, Dylan fiasco.

Carol: Ow, ow, ow, ow, leg cramp, leg cramp, leg cramp.

Ross: I got it.

Susan: I got it.

Ross: I got it! Hey, you get to sleep with her, I get the cramps.

Susan: No, you don't.

Carol: All right, that's it. I want both of you out.

Ross: Why?

Susan: He started it!

Ross: No, you started it.

Susan: You did!

Carol: I don't care. I am trying to get a person out of my body here, and you're not making it any easier.

Ross: But...

Carol: Now go!

Ross: Thanks a lot.

Susan: See what you did.

Ross: Yeah, listen...

Carol: Out!

Ross: Please. This is so your fault.

Susan: How, how is this my fault?

Ross: Look, Carol never threw me out of a room before you came along.

Susan: Yeah? Well, there's a lot of things Carol never did before I came along.

Ross: Are you trying to be clever? A funny lady?

Susan: You know what your problem is? You're threatened by me.

Ross: Oh, I'm threatened by you?

Susan: Yes.

Phoebe: Hey, hey, ok, all right, that's it! Get in here. Come on. My god, you guys, I don't believe you. There are children coming into the world in this very building and your negative fighting noises are not the first thing they should be hearing. So just stop all the yelling, just stop it!

Ross: Yeah, Susan.

Phoebe: Don't make me do this again, I don't like my voice like this.

Phoebe: Ok, who wants to hear something ironic?

Ross: Come on, come on. Damnit, damnit, damnit, damnit. This is all your fault. This is supposed to be, like, the greatest day of my life, you know? My son is being born, and I should be in there, you know, instead of stuck in a closet with you.

Susan: The woman I love is having a baby today. I've been waiting for this just as much as you have.

Ross: No no no, believe me. No one has been waiting for this as much as I have, ok? And you know what the funny thing is? When this day is over, you get to go home with the baby, ok? Where does that leave me?

Susan: You get to be the baby's father. Everyone knows who you are. Who am I? There's Mother's Day, there's Father's Day, there's no Lesbian Lover Day.

Ross: Every day is Lesbian Lover Day.

Phoebe: This is so great.

Ross: You wanna explain that?

Phoebe: I mean, well, because when I was growing up, you know my dad left, and my mother died, and my stepfather went to jail, so I barely had enough pieces of parents to make one whole one. And here's this little baby who has like three whole parents who care about it so much that they're fighting over who gets to love it the most. And it's not even born yet. It's just, it's just the luckiest baby in the whole world. I'm sorry, you were fighting.

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