Listen in English | Modern Family

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


Cam	Mitchell

Cam and Mitchell are a couple.
Cam grew up on a farm in Missouri.
Barb is Cam's mother.
Mitchell feels uncomfortable because Barb touches him so much.

Questions 문제 Questões Preguntas

Who is Brenda?
Cam's mother
Cam's high school girlfriend
Cam's wife
What gift did Mitchell bring for Barb?
Lottery tickets
Flowers
Money
Why does Barb reach into Mitchell's pocket?
To give Mitchell a massage.
To take Mitchell's wallet.
To get a coin to scratch her lottery tickets.
Why does Mitchell tell Barb about his pain?
He wants Barb to touch him.
He wants Barb to give him some medicine.
He wants to make Cam jealous.
What drink does Cam bring to Barb?
Coffee
Beer
Tea
Why is Cam upset with Mitchell?
Because Mitchell is rude to Barb.
Because Mitchell is trying to make Barb touch him.
Because Mitchell doesn't want to talk to Barb.
Why does Cam think that Mitchell doesn't like to be touched?
Mitchell's mother didn't touch him.
Mitchell is crazy.
Mitchell is gay.
Why does Cam show a doll to Mitchell?
Because Mitchell is sad.
To make Mitchell feel embarrassed.
So that Mitchell can demonstrate where Barb touched him.
Why does Barb mention she might be touching Mitchell a lot?
Maybe because they are family.
Maybe because she is in love with Mitchell.
Maybe because it is fun.
Maybe because she is lonely.
What does Barb ask Mitchell to do while they are in the bathroom?
To touch Barb as well
To be more polite to her
To tell her when he feels uncomfortable
Why does Barb reach into the bathtub?
To touch Mitchell
To clean her hands
To get her bracelet
What does Cam tell Barb in the bathroom?
Mitchell feels uncomfortable
Mitchell is overreacting
Mitchell is sorry
What do they do before Barb and Cam leave the bathroom?
Hug each other
Take a picture together
Take a bath together

Vocabulary Review 어휘 검토 Revisão de vocabulário Vocabulario revisión

Directions: Choose the word or expression that best completes the sentence.

Instrucciones: Elija la palabra o expresión que mejor complete la oración.

Instrucciones: Escolha a palavra ou expressão que melhor completa a frase.

지시 사항 : 문장을 가장 잘 완성하는 단어나 표현을 선택하십시오.

Cam feels loved when his mother gives him a (smooch) .
Barb wants Mitchell to (scooch) over to one side of the couch so that she can sit next to him.
Mitchell (strained) his back, so he wants a massage.
Barb (fishes around) in Mitchell's pocket to get a coin.
Being touched so much by Barb (creeps Mitchell out) .
Barb comes to the bathroom so that she and Mitchell can (work out) their problem.

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

Cam / Barb / look / Cam / old / high / school / yearbook

Cam and Barb are looking at Cam's old high school yearbook.

Sentence 2

Barb / give / Mitchell / warm / hug / when / he / come / home

Barb gives Mitchell a warm hug when he comes home.

Sentence 3

Mitchell / give / Barb / some / scratcher / he / buy / her

Mitchell gives Barb some scratchers (that/which) he bought for her.

Sentence 4

Mitchell / tell / Barb / he / strain / fanny / and / ask / her / massage / it

Mitchell tells Barb (that) he strained his fanny and asks her to massage it.

Sentence 5

when / Cam / walk / room / tea / he / see / Mitchell / present / mother / like / baboon

When Cam walks into the room with tea, he sees Mitchell presenting to his mother like a baboon.

Sentence 6

after / Cam / Mitchell / leave / room / Mitchell / complain / Cam / never / seem / notice / Barb / touch / him / inappropriate

After Cam and Mitchell leave the room, Mitchell complains (that) Cam never seems to notice Barb touching him inappropriately.

Sentence 7

Cam / think / Mitchell / overreact / because / he / not / used / have / affection / mother

Cam thinks (that) Mitchell is overreacting because he is not used to having an affectionate mother.

Sentence 8

Barb / walk / room / and / hear / Mitchell / complain / how / she / touch / him / too

Barb walks into the room and hears Mitchell complaining about how she touches him too much.

Sentence 9

while / Mitchell / take / bath / Barb / try / apologize / him / through / door

While Mitchell is taking a bath, Barb tries to apologize to him through the door.

Sentence 10

when / Mitchell / accept / Barb / apology / she / open / door / walk / bathroom / sit / down / edge / tub

When Mitchell accepts Barb's apology, she opens the door, walks into the bathroom, and sits down on the edge of the tub.

Sentence 11

Barb / drop / braclet / bathtub / and / then / start / fish / around / it

Barb drops her braclet into the bathtub and then starts [fishing/to fish] around for it.

Sentence 12

Mitchell / feel / uncomfortable / when / Barb / reach / tub / so / he / call / Cam

Mitchell feels uncomfortable when Barb reaches into [the/his] tub, so he calls (for) Cam.

Sentence 13

Cam / explain / these / be / kind / action / that / make / Mitchell / feel / uncomfortable

Cam explains (that) these are the kinds of actions that are making Mitchell feel uncomfortable.

Sentence 14

Barb / suggest / take / one / quick / picture / together / before / they / get / out / Mitchell / way

Barb suggests taking one quick picture together before they get out of Mitchell's way.

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

You're the cutest boy in school. We're going to have an awesome summer.

Clip 2

Oh, and look what I got you, Barb.

Clip 3

Oh, that's your tea. I'm going to get your tea.

Clip 4

You know what? I strained myself so bad today.

Clip 5

Okay, I am not going to cry, but I want to know why.

Clip 6

I wanted you to see her fondling me.

Clip 7

You never seem to notice.

Clip 8

Look, I know that you don't want to hear this.

Clip 9

You're just not used to having a mother that shows affection.

Clip 10

Your mother cannot keep her hands off of me, and it's creeping me out.

Clip 11

I've been thinking about what I heard.

Clip 12

And I could say it's 'cause we're family.

Clip 13

But, you know, I don't know.

Clip 14

Well, we got it all worked out, sweetie!

Discussion 논의 Questões de discussão Discusión

How would your parents react if you told them that you were LGBTQ? Would they be supportive? Disappointed? Embarrassed? Indifferent? Proud? Angry?
How would you react if your child told you that she/he was LGBTQ?
Barb is very affectionate with her adult son. Is this common in your family? At what age should parents stop being affectionate with their children? (Should parents stop being affectionate with their children?) Why?
At what age should children stop sleeping in their parents' bed? Why?
Which of your parents are you closer to? Who do you talk to more? Why?
Are you close to any of your friends' parents? How often do you talk to them?
How is your relationship with your partner's parents? Close? Cold?
(partner = girlfriend/boyfriend, wife/husband)
Do you ever buy scrathcers? Did you ever win money? How much?

Script 대본 Roteiro Texto

Cam: My old yearbooks!

Barb: I saved 'em all.

Cam: Ohh! Oh, look.

Barb: What?

Cam: "You're the cutest boy in school. We're going to have an awesome summer. Smooches, Brenda." Oh, Brenda, you're about to have the most confusing summer of your life.

Mitchell: Hey, guys!

Cam: Hi!

Barb: Oh, there's Mitchell. My little corn silk! Ahh Ohh!

Mitchell: Oh, Barb, oh, you are such a good hugger. Well, gosh.

Cam: Isn't she the best hugger?

Mitchell: Oh, thank you. Oh, and look what I got you, Barb.

Barb: Scratchers! Thank you. Mmm! Nice! A lot of 'em.

Cam: Oh, that's your tea. I'm going to get your tea.

Barb: Thanks, honey. Well, I need a quarter. Oh. Let me have that quarter.

Mitchell: Oh. Wow, yeah. Feel free to fish around in there. Cam? Cam! I'd like a cup too, please.

Mitchell: Just a second. Oh, Barb, you know what? I strained myself so bad today. Oh.

Barb: Well, what's hurtin' on you?

Mitchell: It's this area between my lower back and upper thigh.

Barb: Sounds like your fanny.

Mitchell: It's my fanny. It's really knotted up.

Barb: Well, you need someone to work on that.

Mitchell: Oh, I would love that. It's really seized up. Just put your fingers all over my my fanny. Your magic fingers. Barb?

Cam: Mama, your tea. Mitchell.

Barb: Thanks, sweetie.

Cam: See you in the room for a minute?

Barb: Thank you.

Cam: It's very hot. Don't burn your tongue.

Cam: Okay, I am not going to cry, but I want to know why, Mitchell why you are presenting to my mother like a baboon.

Mitchell: I wanted you to see her fondling me.

Cam: So you do want me to cry.

Mitchell: No, no, Cam. She's always touching me inappropriately, and you never seem to notice.

Cam: Show me, Mitchell. Show me on Lily's doll where my mother is touching you.

Mitchell: Look, I know you don't want to hear this, but she's handsy and it makes me uncomfortable.

Cam: Oh, my God. I know what this is. You're just not used to having a mother that shows affection.

Mitchell: Do not make this about my mother.

Cam: I didn't. But it is normal for a mother to be physical and it is not strange for an occasional hug or a little pat on the fanny.

Mitchell: Okay, these aren't pats, Cam. No. She squeezes and lingers!

Cam: Show me where she squeezes and lingers.

Mitchell: Cam, put the doll down. I don't know if this is just sexual or Crazytown, but your mother cannot keep her hands off of me, and it's creeping me out.

Mitchell: No. Barb. I'm sorry.

Cam: Let me show you where you stabbed my mama.

Barb: Michell, it's Barb.

Mitchell: Oh Barb, I am so sorry.

Barb: Look, I've been thinking about what I heard and maybe I do touch you too much. And I could say it's 'cause we're family but, you know, I don't know. I guess I have been having some fun with you, and I thought that it was harmless, but I would never want to make you uncomfortable.

Mitchell: Barb, it's my fault too.

Barb: So we're okay?

Mitchell: Yes! Yes, of course.

Barb: Thank God. Because I couldn't live with myself if things stayed weird between us.

Mitchell: Uh, Cam! Cam!

Cam: What is it?

Barb: Well, we got it all worked out, sweetie!

Cam: Oh, great! Let me get my camera.

Mitchell: Okay, that's not necessary, No!

Barb: From now on, if I go too far please, you just tell me about it. Oh! I've lost my bracelet.

Mitchell: And there it is. Okay. I'll get it.

Barb: Oh, no. I saw where it fell, honey.

Mitchell: Force field! Force field!

Cam: What's going on?

Barb: I lost my bracelet in here.

Cam: Mama! Listen, I think this might be one of those situations where Mitchell feels like you're crossing a boundary.

Barb: Really?

Cam: Yeah.

Barb: This too?

Cam: Yeah.

Barb: Well. I've got to have a good, long think about how I conduct myself. I'm truly sorry, Mitchell.

Mitchell: It's okay. It's okay.

Cam: Well, let's take one quick picture.

Barb: And we'll get out of his way.

Cam: Absolutely. Scooch together there.

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Modern Family: #11. Boundaries (1)
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#12. Boundaries (2)