Listen in English | I, Robot

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

Background 배경 O fundo Antecedentes


Spooner	Dr. Calvin

This movie was released in 2004.
The movie is loosely based on a series of sci-fi short stories published in 1950.
It takes place in 2035.

Questions 문제 Questões Preguntas

What is Spooner eating?
Pie
Why does Spooner chase the robot?
He thinks the robot stole the purse.
Why is the robot running?
It is bringing an inhaler (for asthma) to the woman.
What is Spooner's job? What department does Spooner work for?
Detective (Police officer). Homicide.
How did the old man in the hologram die?
He killed himself.
What does Spooner ask for on the phone while he is driving?
Backup
Why is Dr. Calvin worried in the car?
Spooner is driving by hand.
What is Spooner's marital status?
Divorced

Vocabulary Review 어휘 검토 Revisão de vocabulário Vocabulario revisión

Directions: What expressions from the video have the same meaning as the highlighted expressions in the sentences below?

[ Go away ], canner..
[ Get the hell out of my face ]
He was [ quickly bringing it ] to me.
[ running it out ]
That, detective, is the right question. Program [ ended ].
[ terminated ]
John, I need [ support ]. I'm [ sending ] my location.
[ backup ], [ transmitting ]
By hand? You [ must be joking ]. Not at these speeds!
[ can't be serious ]
Now, [ I am sure that there were ] unknown factors, but somehow acting as it did [ protected us ].
[ there must have been ], [ kept us out of harm's way ]
[ I am sure that you know ] my ex-wife. (You are similar to my ex-wife.)
[ You must know ]

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

Spooner / insult / FedEx / robot / as / he / leave / building

Spooner insults a FedEx robot as he [is leaving/leaves] [his/the] building.

Sentence 2

other / robot / polite / apologize / Spooner / after / he / bump / it

Another robot politely apologizes to Spooner after he bumps into it.

Sentence 3

Spooner / start / chase / robot / when / he / see / it / run / purse

Spooner starts [chasing/to chase] (after) a robot when he sees it running with a purse.

Sentence 4

after / Spooner / tackle / robot / robot / apologize / him

After Spooner tackles the robot, the robot apologizes to him.

Sentence 5 (use past tense)

robot / run / woman / inhaler / out / her / because / she / leave / it / home

The robot was running a woman's inhaler out to her because she (had) left it at home.

Sentence 6

after / Spooner / get / out / car / robot / arm / pick / it / up / and / park / it

After Spooner gets out of his car, a robot arm picks it up and parks it.

Sentence 7

Spooner / enter / building / and / start / conversation / hologram / Dr / Lanning

Spooner enters the building and starts a conversation with a hologram of Dr. Lanning.

Sentence 8

later / while / drive / Spooner / call / backup / and / transmit / location

Later, while (he is) driving, Spooner calls for backup and transmits his location.

Sentence 9

Dr / Calvin / insist / robot / could / never / endanger / human

Dr. Calvin insists (that) a robot could never endanger a human.
Dr. Calvin insists (that) robots could never endanger humans.

Sentence 10

Dr / Calvin / shock / when / Spooner / start / drive / car / hand

Dr. Calvin is shocked when Spooner starts [driving/to drive] [his/the] car by hand.

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

Get the hell out of my face, canner.

Clip 2

Sir, hold it or wear it.

Clip 3

You are a(n) asshole!

Clip 4

I left my inhaler at home. He was running it out to me.

Clip 5

I am sorry for this misunderstanding, officer.

Clip 6

Don't apologize. You're doing what you're supposed to be doing.

Clip 7

But what are you doing?

Clip 8

You (are) lucky I can't breathe, or I'd walk all up and down your ass.

Clip 9

Is there something you want to say to me?

Clip 10

Now, there must have been unknown factors.

Clip 11

But somehow acting as it did kept us out of harm's way.

Clip 12

Asshole!

Clip 13

You must know my ex-wife.

Discussion 논의 Questões de discussão Discusión

This movie is set in 2035. It was released in 2004. What future technology does it predict? Can you identify at least 6 different things?
Which technology in the video that didn't exist in 2004 do we already have?
Which technology in the video do you think we will have by 2035?
Which technology in the video do you think we will not have by 2035?
When do you think fully automated driving will become the norm in our world? What obstacles still need to be overcome?
When (if?) automated driving becomes the norm, will you still want to drive by hand (like Spooner)? Why?
Do you see any problems with how Spooner's car is parked?
What jobs are the robots doing in this video?
In your opinion, what types of jobs are the robots from this movie not capable of doing? Why?
How would the robots in I, Robot make your life better? How would they make your life worse?
This movie is focused on robot technology. Modern society is more focused on fear of A.I. How are these two issues different? How are they similar?
In a world with highly advanced technology, what aspects of life do you think should always remain under human control, and why?

Script 대본 Roteiro Texto

Robot: Good morning, sir. Yet another on-time delivery from...

Spooner: Get the hell out of my face, canner.

Robot: Have a nice day!

Advert: And we believe our "Destination Anywhere" package to be the best value. Let us bring you to your dream destination...

Robot: Excuse me, sir.

Advert: Total performance. Total readiness. Total security.

Spooner: Hold my pie, sir. Hold it or wear it.

Spooner: Hey! Stop! I said stop! Relax, relax. I'm a police officer.

Woman: You are an asshole!

Spooner: Ma'am, is that your purse?

Woman: Of course, it's my purse! I left my inhaler at home. He was running it out to me.

Spooner: I saw a robot running with the purse, naturally, I assumed...

Woman: What? Are you crazy?

Robot: I'm sorry for this misunderstanding, officer.

Woman: Don't apologize. You're doing what you're supposed to be doing. But what are you doing?

Spooner: Have a lovely day, ma'am.

Woman: You’re lucky I can't breathe or I'd walk all up and down your ass.

Spooner: Homicide. Spooner.

Car: Please take the next exit to your right.

Building: Welcome, Detective Spooner.

Dr. Lanning: Good to see you again, son.

Spooner: Is there something you want to say to me?

Dr. Lanning: I'm sorry. My responses are limited. You must ask the right questions.

Spooner: Why would you kill yourself?

Dr. Lanning: That, detective, is the right question. Program terminated.

Spooner: John, I need backup. I'm transmitting my location.

Dr. Calvin: You don't need backup.

Spooner: That's nobody. Over.

Dr. Calvin: What do you think you're doing?

Spooner: I'm driving.

Dr. Calvin: By hand?

Spooner: (DO) You see me on the phone?

Dr. Calvin: You can't be serious. Not at these speeds!

Spooner: John, please just send backup right—

Dr. Calvin: Listen, detective, that robot is not going to harm us. Now, there must have been unknown factors, but somehow acting as it did kept us out of harm's way. A robot simply cannot endanger a human being.

Car: Alert!

Spooner: Asshole!

Dr. Calvin: Which is more than I can say for you. It was a left, by the way, back there.

Spooner: You must know my ex-wife.

Learn English with I, Robot

Future Technology