Posted 8/4/11

This activity serves to demonstrate how we can turn YouTube clips into flash cards (or rather, flash images). Each clip used has a common grammatical structure in its title.
  • Language level: Elementary; Pre-intermediate (A1)
  • Learner type: Young learners; Teens; Adults
  • Time: 25 minutes (day 1) + 25 minutes (day 2)
  • Activity: Grammar drill
  • Topic: Animals
  • Language: –ing form + noun (a skateboarding dog); noun + -ing form (a dog skateboarding); -ing and -ed adjectives (annoying, annoyed, etc.)
  • Materials: Slideshow; Worksheet
Recall the clips: Lesson plan pdf [downloaded 4604 times] Recall the clips: Slideshow pdf [downloaded 3246 times]

Lesson plan outline (day one – 20 minutes)

This activity will require that you copy and paste the following links onto a class blog or wiki page:

If this is not possible, you could email the links to students after class.

  1. Ask students to draw a pictures of: a man eating chicken. Don’t give any help with this. The idea is that students create visual representations of the language as they see it in their minds. Tell them that there is no right and no wrong.
  2. Let everyone compare drawings. Then type the phrase into an image search engine or YouTube and see what you get. There should be two possibilities.
  3. Note that the PDF download contains a discussion of this grammar point.

  4. Give out copies of the worksheet provided in the PDF download.
  5. Draw students’ attention to the words on the right-hand side. Ask them to identify the odd one out (Answer: it has to be orange since all the others are animals). Note that you could use an image search site to find pictures of salamanders, caterpillars, and illustrate any other unfamiliar words.
  6. Find out which verbs on the left-hand side of the worksheet students are unfamiliar with. Clarify when necessary.
  7. Tell students that for homework, they have to watch 10 YouTube clips. Ask them to predict/guess what they are going to see by matching the items on the left hand side of the worksheet with those on the right.
  8. Allow students to compare answers and take feedback.
  9. Set homework: direct students to the class blog or wiki and ask them to watch the 10 clips that you have posted. This will allow them to correct their answers. Note that you can also set the following tasks:
* Leave a comment to say which three clips you like the best and why you like them.
* Can you identify which clip is fake? Leave a comment and give a reason for your answer (Answer: The flying penguins clip was created in 2008 by the BBC as an April Fools’ day hoax)

If you don’t have a class blog or wiki, you can email the clips to your students at the end of the day. Ask them to email their comments back to you before the next day.

Lesson plan outline (day two – 20 minutes)

  1. Make sure that everyone did their homework. Ask students to recall and write down as many of the video titles as possible. This will require that they reproduce the target language. Make sure that students have not opened their books at this stage or they will be able to use the worksheet from the previous day to cheat.
  2. Use the slideshow to elicit all 10 video clip titles. Drill the language as much as possible.
Drill the target language making sure that that principle stress is given to the head noun in each phrase (fainting goats = ooO; a skateboarding dog = ooooO; an annoying orange = ooooOo).

Follow up one

Let students practice the see + noun + -ing structure with the following drill:

  • Did you see an octopus smoking a cigarette?
  • Did you see some goats annoying a apple?
  • Did you see a frog racing through the corridors?
  • Did you see some cats carrying a coconut?
  • Did you see some salamanders and caterpillars flying over a rainforest?
  • Did you see a crocodile rolling down a hill?
  • Did you see some penguins skateboarding in a park?
  • Did you see an orangutan fainting and falling over?
  • Did you see an orange jumping out of the water?
  • Did you see a dog screaming at a cat?

Give students copies of the 10 questions. Ask them to take it in turn to ask a question and then give the correct answer. For example:

  • A: Did you see an octopus smoking a cigarette?
  • B: No, I saw an orangutan smoking a cigarette coconut.
  • A: Did you see some goats annoying an apple?
  • B: No, I saw an orange annoying an apple.
  • A: Did you see a frog racing through the corridors?
  • B: No, I saw some cats racing through the corridors.

Follow up two

This activity can be used to introduce adjective pairs like annoyed/annoying or bored/boring.

  • In the picture, the orange is annoying the pear
    He is an annoying orange
  • In this picture, the pear is being annoyed by the orange
    The pear is annoyed
Posted 8/4/11

10 Responses to Recall the clips

  1. maria gomes says:

    I found this lesson plan quite different , original. I just wished to be able to come up with such interesting and motivating ideas on a daily basis to keep my Portuguese students motivated, which not always happens :(.
    Again great lesson plan that was brightly adapted to the class contents.

  2. Jamie Keddie says:

    Thanks Maria
    On a daily basis? You are asking a lot from yourself!
    Recycling and revising language, personalising the course book, supplementing it with video, being a passionate teacher, etc. These are a few things for a day to day basis. I used to spend far too much time lesson planning. It was unhealthy!
    Thank you. Have a great Sunday
    Jamie :-)

  3. Liz says:

    You’re a genius!
    I won’t say anything else.

  4. James says:

    Hi Jamie, Great lesson. I just used it with my second year junior high students in Taiwan, and they got a lot from it. I did a follow up activity where I got the students to draw their own pictures of (v. ing) animals. I then stuck them up around the room and the students went around guessing what the other students had drawn. Thanks again for an invaluable source of interesting materials. Yours. James.

  5. Jamie Keddie says:

    Hello James
    Thanks for your comment. Glad you/your students enjoyed the activity. Great follw up – thanks for sharing.
    Jamie :)

  6. Rachel Grove says:

    This was great. The videos really captured the students’ interests. I used this lesson with mixed ability A1-B1 students. I had to use this lesson over a space of two hours with a lunch break in between classes. The stronger students looked for extra information in the videos. They played pictionary at the end to practise the adjective-noun collocations learnt in the class.

    Thank you :)

  7. Jamie Keddie says:

    Glad to hear it Rachel
    I always liked this activity as well. We have the same taste!
    Jamie :)

  8. Lily says:

    I love your lessons, my students love your lessons, everybody loves it! keep on creating new ones!!! I was at your workshop in Barcelona last year(taking the video apart), it made me think different!

  9. Jamie Keddie says:

    Hello Lily
    Thank you for your message. I’ll be adding some new activities to the site soon (just thought I would let you know!)
    Thanks for coming along to the workshop. Will maybe do another one soon …
    Jamie :)