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Posts Tagged ‘video’

Want to spice up a dull food-and/or-restaurant-related unit with your Intermediate/Upper-Intermediate students?  Or you want to set up a unit related to language for making complaints?  Or perhaps you just want to give your tourist-industry class a quick laugh and have a little discussion.

If any of the above are true in your case, then I heartily welcome you to the Burgundy Loaf:

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(Oops!!! I forgot to attach the worksheet at first! Sorry!)

Materials:

guilty-conscience-task-sheet (MS Word doc, 39 KB)

– Eminem “Guilty Conscience” video (click here)

In recent months, a private student of mine, a teenage boy with a lower Upper-Intermediate (yeah, I know, right, huh?  By that I mean a kid who is basically forced to prepare for the FCE at school although he doesn’t really have the level to do so) level seems to have become obsessed with Eminem.

Evidently he saw “8 Mile” not too long ago (more than a couple of years late, I might add) and so now, instead of the crap Spanish adolescent rock-pop he was listening to before (El Canto del Loco and other lame bullhockey of that nature), he’s all into some Eminem.

He asked me if we could do something in English class related to the song “Guilty Conscience” by your boy Slim Shady himself and Dr. Dre.  And I said, “O.K.”  And in fact, as he was recently reviewing reported speech and so forth, I realized hey, this is as good a song as any for practicing reported command verbs and so on.  Matter of fact, it lends itself quite well to said linguistic chore.

And so it was that, in the process of making a worksheet to accompany this song in our private class, I seem to have a created the single most un-P.C. piece of English Language Teaching material known to man.

I realize a lesson like this will be of little use in 99% of teaching situations around the world.  If nothing else, it should just go to show that you can adapt damn near anything for use in the language classroom.

Behold: I give you the “Guilty Conscience” Song / Reported Commands Worksheet and Lesson Plan.

(note: this songs features heaps and heaps of cuss words and unsavory topics such as armed robbery, “date rape” drugs, and marital infidelity.  Strictly for use with teenagers?)

Disclaimer: $trictly 4 my T.E.A.C.H.E.R.Z. accepts no responsibility for any jobs being lost, teachers being fired, students and/or parents complaining, etc., due to use of materials presented here which may or not be considered controversial or taboo. Teachers should use good judgment in choosing materials to be used with each student or group. Just putting that out there…!

STAGE ONE / Lead-in Discussion (5 min.)

Write the word “CRIME” on the board.  Elicit some words for different kinds of crime–murder, rape, kidnapping, drug-dealing, robbery, etc.  List them vertically on a piece of paper (or on the board).  Elicit the noun and verb form for each (to murder, to rape, to kidnap, to sell drugs, to rob and/or to steal)–this will help them in Part One of the handout.

When you have a good handful of crimes, have Ss rank the crimes from the most serious to the least serious.  (In a 1-to-1 class, you can do this together with the student, asking questions about the reasons for their choices.  With a group of student, you can put them in pairs or groups and have them discuss.  Then ask questions in feedback, recording the rankings of each group next to the words on the board.)

STAGE TWO /  Listening  (10-15 min.)

1. Give S the handout and play the video.  Set the gist questions (part one) – what does each person do in the song?

(Eddie robs a liquor store.  Stan has sex with a drunk girl.  Grady shoots his wife and her lover.)

2. Play the video again.  Who says what? -in part b, S listen and mark the speaker for each sentence. (Odd numbers – Eminem, even numbers – Dr. Dre)  After the second listen, quickly check the answers.

3. Focus on the words in bold and the definitions.  S match the words and the definitions.  (With a larger group, Ss can do this in pairs, with the teacher monitoring.)

4. Ask: “who is more likely to use these phrases: a young student at the University, or an old woman?  How would an old woman say these things in normal English?”  Elicit an answer for the first one.  When S understand the task, have them “translate” the sentences in pairs.  Board and correct as necessary.

5. Ask S what they would do in Grady’s situation.  How would they react if they caught their husband and wife in bed with another man?

PART THREE – GRAMMAR (15-20 min.)

1. Review reported commands – You may need to work with the example a bit before doing the exercise, explaining the backshifting of the verb, the change in demonstrative pronoun (“this liquor store”–>”that liquor store”, etc.  Write the example on a piece of paper.  Work with the student to get the correct reported verb structure with “to” + infinitive–or with “that”.  S do the examples individually.   (Possible answers: 1. Eminem told Eddie to go in and steal the money, etc. 2. Dr. Dre recommended that Eddie think about it before he walked in… 3. Eminem commanded Eddie to do that shit. 4. Dr. Dre advised Grady to think about the baby, etc. 5.  Dr. Dre ordered Grady to shoot them both.)

Check in feedback.  Go over any structural errors on the board as necessary.

2. Have S read the information in the box.  As they read, draw two rudimentary faces, a boy and a girl (with long hair, to tell them apart).  Draw a speech bubble coming from the boy’s mouth.  Give S time to read and then draw their attention to the board.

Write the sentence: “I’ll pay you back”  Elicit a sentence using a verb from the first column. (He promised to pay her back.)

Write the sentence: “Yes, we made a mistake.” (He admitted that they had made a mistake.) (You may want to point out that this sentence is also possible with the gerund–He admitted making a mistake.)

Write the sentence: “YOU stole my sandwich!” (He accused her of stealing his sandwich.) Then write another sentence, this time from the girl.  (“No I didn’t!”)  (She denied that she stole the sandwich.) (Or: She denied stealing the sandwich.)

In pairs, S use the sentences in part II of the worksheet to summarize Eddie’s story.  Afterwards, have  volunteers explain the story, correcting any incorrect use of the structures.

STAGE FOUR – WRITING / SPEAKING

1. On the board draw another three faces–one big, two small.  Put a halo on one of the small ones, and some horns on the other.

Refer to the instructions in part IV of the handout.  Tell Ss to think of a time when they were tempted to do something bad. (They can make something up if necessary.) Tell them to imagine that they heard two voices telling them to do good and to do bad, have them write a a short paragraph for each one.

2. Put Ss in pairs and have them explain their situation to their partner, and what happened in the end.  Switch partners afterwards.



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level: intermediate

aims: practice listening for detail, practice speaking, writing using 2nd conditional forms

Materials:

or

(The Lesson Plan appears below.)

Those of us lucky enough to have students who fall into the demographic category now referred to as “tween” are always up for some song action in class. The students–out of either genuine interest or simply the lazy-minded perception that doing activities with songs is less “worky” than normal book work type things–clamor for them almost constantly.

Problem is, in recent years, we’ve been flooded by a lot of crap music.  I mean, straight garbage.  I mean, not to offend, maybe one of you out there reading this likes Black-Eyed Peas (I don’t), but you try finding a language point worth teaching in the lyrics of a song like, say, “My Humps”.  Or “Get Retarded”. And don’t even get me started on that High School Musical shite.  And Camp Rock, well, I’m not even trying to go there.

It is with great pleasure, then, that I present “If I Were a Boy” by Beyoncé, complete with idea for warm-up, two videos to use in class, two listening gap-fills, personalization, and a writing activity. (more…)

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level: intermediate

aims: present and/or review going to/will distinction for plans/promises, listening practice

Materials:

or

(The lesson plan appears below.)

Well, I have very few classes left before I knock off for the holiday.  That leaves me thinking already about the New Year and that New Year English teaching favorite that is “reviewing future forms”.

Hence, the second installment in my “Mr. Show for English Teaching” series.

We’re looking at going to for personal plans and intentions vs. will for future facts and promises. (I don’t know about other languages, but speakers with Spanish as their L1 tend to confuse these two functions, often using will to talk about their plans for this weekend or to talk about the weather tomorrow, for example.)

Also, I kind of prefer to leave will for offers out of the equation and deal with it separately, as well as present continuous and present simple with future meanings and all that.  If not, I find that having so many variables and explanations can be counterproductive for the purpose of noticing and practicing these specific uses.

Here’s the video.


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Now that I’ve fully surrendered my soul to the whims of the hoary Mammon of digital technology, I sometimes wonder what exactly I did to prepare classes before I got my computer.

But then I realize that the real change in habits wasn’t a result of buying the computer at all, really. It was the printer that really changed the game. Before buying the printer, I could use the ol’ laptop to search and research and look up all sorts of stuff, but the final step, getting it to the piece of paper to give to my students, required either A) a trip to the nearest locutorio/cybercafe joint (kind of a pain in the ass, actually) or B) meticulously copying out the necessary text by hand.

This series of worksheets and videos is a case in point: on one hand, you have a couple of Youtube videos downloaded and saved on the pen-drive, or to DVD or whatever. Pretty high-tech. Then on the other hand, you have some handmade worksheets written in felt-tip marker on graph paper. Not so high-tech.

Anyhow…this was originally created for some students who were using the Happy Earth 2 book, which has a little story on the Titanic and a brief exercise with past continuous.

Please note that I have never seen the film Titanic. Never have, never will. Personally, I was surprised that some of my kids, who are pretty young were familiar with the film or have seen it. I suppose it was one of the highest grossing films of all time, after all, but still.

After the aforementioned lesson from the book, I felt my kids were ready to do a little more with that ever-so-useful verb tense, hence the following (which, in fact, I will be using today): (more…)

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level: intermediate, upper-intermediate

aims: review present perfect / past simp. (esp. “Have you ever…?”), intensive listening, practice job interview situation.

Materials:

or

(The Lesson Plan appears below.)

Still teaching your adults Present Perfect? Your students still have trouble producing or recognizing certain participle forms and what not?

Or perhaps you’re especially bored with the unit of job interviews, etc. in your textbook and you want to spice it up a bit.

If your students are adults, i.e. if they don’t have parents who would flip out over slightly racy subject matter then this video just might be for you.

Note: Contains references to drug use and child molestation. Obviously not for kids and definitely not recommended for teachers with uptight, by-the-book type students or teaching situations (click on the link below and watch the video to judge if it’s appropriate or not).

Disclaimer: $trictly 4 my T.E.A.C.H.E.R.Z. accepts no responsibility for any jobs being lost, teachers being fired, students and/or parents complaining, etc., due to use of materials presented here which may or not be considered controversial or taboo. Teachers should use good judgment in choosing materials to be used with each student or group. Just putting that out there…!

I must say that my Spanish adults, for example, ate this one up, they thought it was hilarious. And useful.

Also, I’ve included recommendations for using the video in one-on-one with each stage of the lesson.

See the video here. I would recommend that you go ahead and buy all the Mr. Show DVDs, it’s pretty gosh-darn hilarious stuff (plus, I have more Mr. Show lessons on the way, in case you’re wondering).


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