Vocabulary/speculation/prediction/activities lesson based on the very cool videos from Flemish transport company De Lijn. mikesmithteacher/wp/blog/2014/03/24/smarter-travel/ Timing must be precise. The timing instructions in brackets are for the teacher and may contain spoilers, so delete them prior to making a student worksheet. youtube/watch?v=zfkIh_4ZaNs There are three short segments. The first could be more teacher guided so as to be an example. The last two can be done in pairs, with one partner (not being able to see the video) asking the questions of their partner (who can). The partners swap for the third video. Finish by asking groups to come up with: - What other general advice would you give for travellers? - What other clever commercials/adverts have you seen? (possible homework) A final additional video gives a wrap. ----------------------- Segment 1 Penguins - Teacher led/guided Play to 00:04 (where you can see the penguins faces) What can you see? What has just happened? How do the penguins feel? Do they all feel the same way? What is going to happen (based on what you can see)? What might happen (based on what you know)? Play to 00:10 (when the fin has turned and stopped) Focus on predictions. Whats just happened? Whats going to happen? Play to 00:19 (just as the ice tips) What are the penguins doing now? Why? Play to 00:25 (just before fade and with comment visible) What was the same and/or different from what you expected? Class/group discussions: How can it be smarter to travel in groups? Can you think of examples? Can it sometimes be better to travel alone? Can you think of examples? ----------------------- Segment 2 Ants - Partner A asks the questions Play to 00:30 (just as the last little ant comes into view) Partner A asks: What can you see? What has just happened? What is going to happen (based on what you can see)? What might happen (based on what you know)? Play to 00:34 (just as the ant eater is shown) Partner A asks: Focus on predictions. Whats just happened? Whats going to happen? Partner B also asks partner A, based on what they have been told, what they think is going to happen. Play to 00:45 (just before the final ant joins) Partner A asks: What are the ants doing now? Why? Play to 00:51 (just before fade and with comment visible) Partner A asks: What happened at the end? Partner A and B discuss: What was the same and/or different from what you expected? ----------------------- Segment 2 Crabs - Partner B asks the questions Play to 00:54 (just after the view from above begins but before the bird) Partner B asks: What can you see? What has just happened? What is going to happen (based on what you can see)? What might happen (based on what you know)? Play to 01:02 (just as the bird begins to dive) Partner B asks: Focus on predictions. Whats just happened? Whats going to happen? Partner A also asks partner B, based on what they have been told, what they think is going to happen. Play to 01:08 (just as the crabs raise their claws in unison) Partner B asks: What are the crabs doing now? Why? Play to 01:16 (just after the crab cuts off the last feather before fade and just after the comment) Partner B asks: What happened at the end? Partner A and B discuss: What was the same and/or different from what you expected? ----------------------- Show the whole video again to 01:16 (the last stop point, but before the explanation/pitch). Explain that this is a commercial/advert. What is the commercial selling? Pair -> group -> class discussion. Show another similar video based on fireflies. youtube/watch?v=wlWbu5PXSyw Finish by asking groups to come up with: - What other general advice would you give for travellers? - What other clever commercials/adverts have you seen? (possible homework)
Posted on: Sun, 23 Mar 2014 22:37:41 +0000
Trending Topics
Recently Viewed Topics
© 2015