Hot Fuzz! Hot Stuff for Giving Opinions!

Posted: October 6, 2012 in Video Lessons

This post focuses on an activity to give learners practice of language for expressing opinions. It is particularly useful for higher level learners. All you need is the clip (accessed via YouTube) of Part 1 of the British movie, Hot Fuzz, a learner’s dictionary and the worksheets provided.

Start by showing the learners the pictures of the male and female cops below.

Get the learners to discuss the following questions:

Would you like to be a police officer? Why (not)?

Elicit some ideas from around the class onto the board. Then, give the learners a learner’s dictionary to work with and the VOCABULARY WORKSHEET below.

Tell the learners that their task is to look up the words in bold, making notes of their definitions on their worksheet as per example provided. Monitor and assist where possible.

Encourage the learners to make notes about the pronunciation of the vocabualry i.e. individual sounds and word stress. Drill words which you think the learners may need help with.

After that, tell the learners that they are going to watch a clip from a movie about a Bristish police officer. Play the clip below up to the part where Police Constable Nicholas Angel shows his ID to the camera (time: 1.03 min.). Learners watch the clip and answer the following questions:

What is the police officer’s name? (Answer: Nicholas Angel)

What is his rank in the police force e.g. constable, sargent, captain, etc.? (Answer: constable)

Play the clip for the learners to answer the questions. Get the learners their answers with a partner and then conduct feedback with the class.

Now, tell the learners that Counstable Angel has been nominated for a TOP COP award, and their task is to decide on the criteria for this award.

Elicit from the class phrases for asking and giving opinions e.g.

Asking for an opinion

  • What about…? (informal)
  • How do you feel about …? (informal)
  • What do you think of…? (slightly formal)
  • What’s your opinion about…? (slightly formal)

Giving an opinion

  • I think… / I don’t think… (informal)
  • I reckon… (informal)
  • In my opinion,…(slightly formal)
  • From my point of view, ..(slightly formal)

Get the learners to decide on the level of formality of the phrases on the board (see above).

Then, learners work with a partner and discuss which items on the VOCABULARY WORKSHEET above would be good reasons for PC Angel to be awarded the title of TOP COP.

For that, learners should use the functional phrases on the board, like this:

Now, tell the learners that you are going to play the next part of the clip for them to confirm their predictions. Play the clip up to the part where PC Angel is stabbed in the hand with a knife (time: 2.20 min.). Clarify any vocabulary, if necessary. For example, Angle says that his hand is a bit ‘stiff’ from the knife attack.

TIP: It is also a good idea to give the learners some information about the British police force here. For this, I like to use the information about Law Enforcement in the United Kingdom from wikipedia:

British Police

As a follow-up stage, tell the learners that PC Angel has been transferred to a police department in a small country village in Gloucestershire, Sandford. Angel didn’t know anything about the transfer and was taken by surprise when his Sargeant broke the news to him.

In pairs or small groups, the learners try to guess what the Sargeant said to Angel during their conversation, using the LISTENING WORKSHEET below.

Point out to the learners that some of the Sargeant‘s line are given to them. Monitor and assist where possible.

Then, play the clip up to the part where the Sargeant picks up the phone and rings the  Inspector (time: 3.30 min.). Learners check answers with a partner. Play the clip one more time and then get feedback by checking how similar or different their predictions were to the original text.

After that, get the learners to practise the dialogue between Angel and the Sargeant, focusing on intonation, body language and facial expressions. It might be a good idea to go over the sentences in the dialogue with the class to help them with these.

To wrap-up the activity, organise the learners in groups, and get them to discuss the following:

  • whether they think PC Angel should be sent to the country
  • and whether they think the cops in their countries are as good as PC Nicholas Angel.

Here, encourage the learners to use the language for giving opinion they have learnt in the lesson.

If time, play the rest of the clip for the learners to find out how PC Angel‘s first day in Sandford was like. Alternatively, you could get the learners to predict this with one another instead.

Have fun!

Arizio Sweeting


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