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Survey the students and open a discussion with the following questions:
How often do you use a smart phone?
How many hours in a day would you say you're on your smart phone?
(Calculate estimates with WhatsApp timestamps)
What do you typically use your phone for?
Pre-teach certain vocabulary from the text. Along with the Vocabulary Match from the PDF, there are plenty of vocabulary words to review that will show up on the Kahoot!
To bend (our necks)
To hunch (over)
An unnatural angle
If you've never used Kahoot before:
1. Go here to play the Kahoot! with your students!
2. Have your kids take out their phones or classroom computers and go to Kahoot.it
3. Enter the game ID
4. Create a Name
An Extra Touch
Bring a scale.
Put things on the scale and review numbers and weights.
Choose something in the class or bring something in that weighs 4.5 kg to show how much the head weighs.
Time our how long some students can hold that in an unnatural position.
(Ex. Hold a heavy book out to the side.)
This will give a didactic touch to the article.
Raise the Stakes
Let's face it, sometimes our classes can see a Kahoot lesson as a free class. (Especially teens)
To keep your students honest and giving effort PLUS an extra reward for the winners, give a small assignment to everybody except the top three teams as a prize.
Easter Egg Lessons:
- Learn about some of the dangers of using mobile phones too much
- What else can you find?
Extra Material and Lessons
What is Project-Based Learning?
It's always recommended to do an example of whatever you ask the students to do in class. This does a few things:
1. Helps the students have a clear idea of what they should do.
2. Gives them a little added motivation because they saw that you did one first.
3. Leads by example.
In Jesse's example tutorial, he teaches you how to spin a pen around your thumb. This is a simple action that nearly anybody can learn how to do, and it can be given by using clear step-by-step instruction.
LESSON: Create a Tutorial (video)
OBJECTIVES:a. To give accurate instruction to do something b. Build useful vocabulary and fluency expressions c. Learn how to make better photographs
LEVEL:Teens or Adults (Blue Belt or Above)
ACTIVITY: Class Structure
· Choose if you want this project to be group or individual
· Introduce the topic and your tutorial (or Jesse’s from the video lesson)
· Work through the worksheet and have students assess their Instagram or Gallery photos using the vocabulary.
· Teach the expressions for giving instruction and have students use the worksheet when they prepare their tutorial.
· Keep the intended audience in mind. If the intended audience is IG (vertical), less than a minute. If it’s YouTube or Facebook, 2-4 (horizontal) minutes.
· Give students time to work through the language.
· Students can write a script or an outline with target sentences.
· Less is more. The idea is for students to work through how to explain these with little instruction or input from the teacher.
Good luck! Let me know how it works for you and if you have any special touches that I can try in my classes:
I. Shooting Video: Vocabulary
Shot (n)/ To shoot –
The frame (n) –
To draw the eye –
Right third (n) –
Left third (n) –
Top third (n) –
Bottom third (n) –
The center (n) –
Use the “rule of thirds”
Discuss the questions below
What does the “rule of thirds” mean? ____________________________________________________________________________________________________________
Where is the eye drawn in photo (a) (b)? _______________________________________
Which direction is the person in picture (b) facing? ____________________________
Why is it important for that person to face that way in the photo? ____________________________________________________________________________________________________________
II. Expressions and Vocabulary from Jesse’s tutorial on “How To Flip Your Pen Around Your Thumb.” Write a sentence from your presentation for the expressions that you use
(Ex. First, take the pencil in your normal writing hand.)
Your writing hand (n)
(Ex. Hold the pen in your writing hand.)
Be sure to…
(Ex. Be sure to hold the pen near the back so it has enough room to spin.)
(Ex. Hold the pen loosely with three fingers.)
You don’t want to… because…
(Ex. You don’t want to hold it in the middle because you won’t have enough room.)
Write8 additional words or expressions that are important for your tutorial.
(Ex. Your writing hand, to hold something loosely, do the same motion, etc.)
How to tie your shoes
How to make a paper airplane
How to do a card trick
How to read
How to repair something
How to build something
How to cook something
How to draw something
How to do a move in a sport
FLUENCY (Am I communicating clearly and coherently?) /10
VOCABULARY (Am I using proper and appropriate vocabulary?) /10
PRESENTATION (Is the video look and sound presentable?) /10
Easter Egg Lessons:
Creativity - Students will get a chance to actually create something similar to things that they may have seen on YouTube.
Instagram - They will be able to improve their Instagram game, learning about photography.
What else can you find?
If you're working with business or professional English, this interview is fantastic to work through in a series of lessons.
I would probably go over a bit of who Chris Voss is and his background. This would interesting to learn about and make the interview more meaningful.
Who and Why?
This would be perfect for adults or students looking for professional or business English.
This could be used for many lessons that are more than just English. For example:
We learn best with things that are interesting to us.
Pre-Teach and Background
Background information about Chris Voss. Here is a link to his bio in his company's website The Black Swan Group. Knowing information about the author/speaker will give more meaning to the video to the students.
Information and Vocabulary to highlight and/or pre-teach:
Split the difference -
High-stakes negotiations -
The lead (adj) -
Prior to... -
... on such cases as... -
Hostage (n) -
Tenure (n) -
Listen and Discuss
Listen and discuss what you heard in the video. I suggest you break it up in 3 or 4 different classes (or parts).
VIDEO PART ONE: 0:00-11:44
I. Comprehension Questions: Watch the video and then answer the following questions based on what you hear.
II. Vocabulary:Match the words with the meanings and then fill in the blanks for the sentences from the video.
____ 1. A follow-up a. a strong reaction based on emotion
____ 2. Jump into b. a specific warning before information
____ 3. Caveat c. instinctual
____ 4. Predicated d. founded or based on something
____ 5. To tap into something e. to reach something on a deeper level
____ 6. Innately f. to start something immediately
____ 7. Visceral g. something that comes after a thing
ANSWERS I:Comprehension Questions
ANSWERS II: Vocabulary
1.G 2.F 3. B 4.D 5.E 6.C 7.A
a.tap into itb. a follow up of c. caveat d.innately e.jump intof. predicated on g.visceral
If you'd like a worksheet to bring to your students, I'll see you on Patreon. If not, feel free to copy and paste the information above onto a document.
Begin with a hangman game or another vocabulary game to see what airplane vocabulary they know. Pre-teach words you want to focus on in the lesson. This will vary depending on the level of your classes and the language focus you want to have for each lesson.
Design and Build.
Give the students a set time to design and build their airplanes. 4-6 minutes is usually plenty unless the students are young and learning how to make paper airplanes. This will take a lot longer with a class of 9 or 10 year-olds.
Give students a set time to design and build. Time them with a stopwatch they can see to give them a sense of urgency.
When everybody has their airplane, start the competition. Have a starting point and measure the flights.
Have students record the distances of each player or group. We will use this later in the class.
After Flying the Planes
Come back to their seats and make sure they have all of the flight records. Fill in the worksheet attached below and write comparative and superlative sentences based on the competition. Get creative as you want!
Have Fun With It
Enjoy teaching the younger ones the important skill of building the perfect paper airplane, and watch them drive other teachers crazy!
Let me know how it works for you and if you added any tricks to the lesson!
Have more time.