Here is my first attempt at using glogster.
I learned about this application after watching the learning video by Russell Stannard.
I decided to use it as a kind of treasure hunt.
Students watch the videos or follow the links to answer the set of questions.
Click here for the direct link to this glog.
I really loved playing around with this application. The potential for unleashing your creativity is amazing.
You need to give it go.
The word ‘vuvuzela’ has to be the most controversial word that is buzzing around the world cup.
Everyone has an opinion about this word and it has been the topic hitting the headlines all over the world.
Such a heated topic is perfect for the ‘esl’ class and it will be interesting to see how it is effecting the students.
Recently there has been another ‘facebook’ protest page dedicated to banning the ‘vuvuzela’ from the World Cup. The ‘facebook’ campaign states, ‘it sounds like a deafening mix of angry elephants trumpeting, a swarm of buzzing bees and a fog horn.’
May 27 – 173
June 3 – 228
June 8 – 235
June 11 – 4,046
June 12 – 23,198
June 13 – 80,216
June 14 – 139,110
June 15 – 194,778
June 16 – 249,000
June 17 – 267,880
June 18 – 280,352
As you can see the campaign is growing by the day.
Should we embrace this passion for the vuvuzela, which is a tool of cultural celebration and ask the protestors to buy ear plugs and shut up?
Or
Should this residule noise created by the bee flat hornet, which is spoiling our viewing pleasure be banned?
Students watch the following clips and answer questions about each clip.
After watching the clips they have to write an opinion about the vuvuzela.
Please click below for the accompanied worksheet.
What is a vuvuzela?:
Cultural instrument?
Explain the Vuvuzela:
Please click on the title below for the ‘guardian’ news article on the vuvuzela debate. Students read the article and answer some questions about it.
Vuvuzela jokes are everywhere: Here are a couple of funny clips to leave you with..
The Vuvuzela song:
Fellowship of the Vuvuzela:
I hope you liked the above activities. If you have any other suggestions or opinions about the ‘vuvuzela’ then please write a comment below.
Please subscribe to my blog to follow the imaginarium.
Music clip: Quadron – Buster Keaton
Ask the students to watch the music video and write down the words they see.( The words start after 50 secs)
Play this music video a few times:
Tell the students that we are now going to use some of these phrases and words to discuss and debate issues. Students have to check to see if they managed to find the words we focus on.
Look at the following slogans from the music clip:
stay fresh!!! Ready to shine A new star driven by desire be cool dream catcher
These positive slogans could all be used to advertise a product.
What type of product do you think you could sell with each slogan?
Ask students to look at the following slogans and match them with the products.
Click here for a link to many ideas of popular advertising slogans
Slogans:
I’m Luvin’ it Impossible is nothing It’s the real thing The best a man can get Just do it
Product:
Gillette McDonald’s X-Box Adidas Coca-cola
Show the students the following slide show to check if they are correct:
In groups students think of a product and a catchy slogan to sell it. Students make a poster of their advertisement.
The following lists are shown in the music video(1.40)
Warning maybe NSFC (Not safe for the classroom)
This is only appropriate for adult students as the phrase “have sex with honey” may be considered inappropriate with less mature students. I suppose it all depends on what your students are like and how you think they may react to this sentence.
Ask the students if they know what the word ‘breadwinner’ means.
‘One whose earnings are the primary source of support for one’s dependents.’
Ask the students who the breadwinner is in their family.
Ask the students to make pairs. One students is given the ‘work list’ and the other student is given the ‘home list’. Each student will read their list as a dictation and the other will write what they here. They will each check to see if they managed to write down the list correctly.
Ask the students what their thoughts are about the female who made the list.
Ask what lists they tend to write during the week.(shopping/house work etc.)
Ask the students what is expected of them at home and at work.
‘They always want more’ (1.01)
Who in your life wants more? Boss/ partner/friends/siblings
Students have to think about their expectations and write their own home/work list.
Students discuss their lists with the other students.
Homework idea: Students bring a list they have made into the class. Put all the lists into a box. Give the lists back to the students making sure that they do not get back their own list. Each student has to decide who the list belongs to and why. Students present their findings to the class and discover if they are correct.
Students use this ‘wordle’ to think what life means to them now and what it meant to them throughout the different stages of their life. Use this as a basis for an essay topic.
Childhood (1.12) ‘Teenagehood‘(3.14) adulthood (2.40)
Some other suggestion for the students to think about:
Time – Person of the year (2.20) – What award would you like to be given?
Think about the many contrasts throughout life (2.26) :
rise/fall slower/faster yes/ no
Can you think of other contrasts?
Using the title ‘What is life to you‘, students write a speech and then present it to the class.
How to : Offering practical advice and detailed instruction on an activity.
How to use a movie poster
1. Ask questions about the poster to illicit conversation- genre,synopsis,characters.
2. Students have to describe the poster.
ex. It is night time. A boy with medium length brown hair is about to touch a blue dragon, etc.
3. Cover the title and students have to make a title for the movie.
4. Give examples of other posters (put them on the walls around the classroom) and examples of synopses. Students have to match the posters with the synopses.
5. Give a selection of “how to……” movie titles. Students choose a title and describes the movie.
6. Students make posters for their movie title
6. Students present their poster to the class and describe the movie.
7. Make a slide show of the students posters. Show them the slideshow in the next class. Compare their movie posters with the actual poster used.
Students make pairs. A from each pair is shown the poster. They have to describe the poster to B. B has to draw what A has dictated.
Students imagine that their favourite book is going to be adapted into a movie. The student has to decide who will be the director and who they will choose for the main characters(celebrities,classmates etc). They will then make an English movie poster and present it to the class.
Esl Imaginarium
