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
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:
- A coconut-carrying octopus
- A smoking orangutan
- An annoying orange
- Rolling salamanders and caterpillars
- Fainting goats
- A screaming frog
- A jumping crocodile
- Racing cats
- A skateboarding dog
- Flying penguins
If this is not possible, you could email the links to students after class.
- 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.
- 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.
- Give out copies of the worksheet provided in the PDF download.
- 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.
- Find out which verbs on the left-hand side of the worksheet students are unfamiliar with. Clarify when necessary.
- 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.
- Allow students to compare answers and take feedback.
- 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)
- 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.
- 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