Archive for wordle

Sit back and relax with ‘Good Hair’

Posted in ESL, Movies, you tube with tags , , , , , , , , , , , , , , , , , , , , , , , , , , , , on September 10, 2010 by EslImaginarium

‘Hair is important spiritually, culturally and integral to our self esteem.’

Good Hair

Official trailer:

The Plot:

Chris Rock, a man with two daughters, asks about good hair, as defined by Black Americans, mostly Black women. He visits Bronner Brothers’ annual hair convention in Atlanta. He tells us about sodium hydroxide, a toxin used to relax hair. He looks at weaves, and he travels to India where tonsure ceremonies produce much of the hair sold in America. A weave is expensive: he asks who makes the money. We visit salons and barber shops, central to the Black community. Rock asks men if they can touch their mates’ hair – no, its decoration. Various talking heads (many of them women with good hair) comment. It’s about self-image. Maya Angelou and Tracie Thoms provide perspective.

Click the title below for listening and reading comprehension questions about the trailer and the plot:

Good Hair worksheet 1

How much does it cost?

Click on the title below for a student worksheet on the above clip and also some extra questions.

Good Hair worksheet 2

Bad hair day

Below is a clip from an article featured in the ‘Wall Street Journal.

Click here for the full article.

‘When A Bad Hair Day Brings You Down’

Scientists at P & G, with help from a Yale psychology professor, surveyed women, before and after using Pantene products, using a questionnaire that psychology researchers use to measure mood. They found women felt less “hostile,” “ashamed,” “nervous,” “guilty” or “jittery,” depending on the hair products they used, while at other times they said they felt more “excited,” “proud” and “interested.”

Lets talk about hair:

Celebrity hair styles

Ask the students if they can think of any celebrity hair icons.

Show students the following icons and ask them if they have ever had a similar hair cut or would like a hair cut like these celebrities.

Crazy hair styles

Ask students if they think a hair style can reflect your personality.

Show students the following photos and ask what they think the models personalities are.

Click below for the accompanying worksheet :

Good Hair worksheet 3

Selling a style

Ask students if they are influenced by hair advertising.

Show students the following hair adverts.

‘Because we’re worth it’:

‘Hair comes alive’:

Discuss the adverts:

Students are put into groups and have to discuss the questions on the worksheet.

After discussing the questions they have to come up with a slogan to sell a hair product.

Each group presents their slogan and the class vote on the best slogan.

Please click on the title below for the accompanying worksheet:

Good Hair worksheet 4

Hair Styles

Ask students if they know the names of different hair styles e.x. short/long etc.

Wordle time- Do you recognise any of the styles? can you match them with the pictures below?

Click for the accompanied worksheet: Good Hair worksheet 5

Male styles

Female Styles

Role play:

After completing the worksheet the students make pairs and pretend they are going to get their hair cut.  One student will play the role of the hair dresser and the other as the customer.

Monitor and give advice to the students.  Ask the best pairs to demonstrate their role play to the class.  Students vote on the best role play.

Some final words

For more media on this subject you should check out this excellent documentary by pop star, Jamile and  this episode from the Tyra Banks chat show.

After all this talk about hair I just realised it’s time to go for a haircut.  So I will leave you with this:

Any suggestions or comments are welcomed below & for more activities from the imaginarium please sign up.  Cheers and happy hair cuts.

Step Right Up!! The Big Brother Circus has Arrived

Posted in ESL, TV, you tube with tags , , , , , , , , , , , , , , , , on June 16, 2010 by EslImaginarium

The UK summer has begun and as always it’s accompanied by the cultural phenomena known as ‘Big Brother’.  The funeral has started as we joyously  say goodbye to Big Brother while trying to avoid the addiction of watching the  Final season.

I have to say that I’m pleased to be far away from the hysteria of Big Brother.  Although I admit to being an avid follower of the show in its early days.  However, over the years it has become a desperate and trashy reality TV show which is responsible for a splurge of similar hideous incarnations.

Ask your students if they know about ‘Big Brother’ and if there is a version shown in their own country.

The History of Big Brother:

The Big Brother TV Show is produced in 42 territories and has been a prime time hit in almost 70 countries. The first Big Brother show broadcast was in the Netherlands in 1999. This mould-breaking series was the UK’s first fully interactive mass TV experience and has been hailed as the ‘godfather of reality shows’.

Click here to view Big Brother worldwide

Here is a cut ‘n’ paste from ‘Wikipedia‘:

Big Brother is a reality television show in which a group of people live together in a large house, isolated from the outside world but continuously watched by television cameras. Each series lasts for around three months, and there are usually fewer than 15 participants. The housemates try to win a cash prize by avoiding periodic evictions from the house.

Activity – Judging a book by its cover:

Below are the pictures of the new contestants and a ‘wordle’ of the jobs they have.  Students have to try to match the job with the contestant.

The contestants

The jobs

Please click on the title below for a worksheet of this activity

Big Brother jobs WORKSHEET

Activity – Judging a book by its cover part 2:

Students form groups.  Each group is given an envelope with the contestants pictures and an envelope with their personalities.  The students race to match the pictures with the personalities.  When they think they are correct they ask the teacher to check.  The teacher will tell them how many correct answers they have.  The group is given time to try to change their choices.

Please click on the title below for the pictures and personalities.  Print copies for each group.Cut out the pictures and personalities and put them in separate envelopes.

Big Brother WORKSHEET 2

Lets watch a BB video clip to see what all the fuss is about:

Please click on the title below for questions about the video clip:

Big Brother Video WORKSHEET

Who would you like to live with in the Big Brother house?

Please click on the title below for Big Brother discussion topics

Big Brother Questions

Extra activity:

Predictions: Create a Big Brother poster with all the contestants.  Ask the students to write their predictions of who will win the competition.  Each week remove the picture of the contestant who is eliminated.

Who am I? – Students write out a paragraph of their own personalities.  The teacher collects each students paragraph.  The teacher randomly reads out one of the paragraphs and the students have to guess which student wrote the paragraph.

Reality TV

The reality tv debate

Is reality TV a waste of time?   Students have a debate about their opinions on reality TV.

Students who think reality TV is a waste of time go to one side of the classroom and the other students go to the other side.  Both sides think about what they can say to support their arguments in a debate.  Each side is given a time limit to present their ideas.

Please click on the title below for a reality TV worksheet:

Reality TV WORKSHEET

I hope you liked the above activities.  If you have any other suggestions then please write a comment below.

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ESL World Cup Fever (Extra time)

Posted in ESL, Sport, you tube with tags , , , , , , , , , , , , , , , , on June 13, 2010 by EslImaginarium

Bring out the vuvuzelas as the world cup has started and it’s time to join the party.

Here are a collection of my ‘World cup’ favourite clips so far:

The Host Nations Amazing Journey:

Click on the title below to download the accompanied worksheet.

Rainbow Nation

History Of Celebration:

Click on the title below to download the accompanied worksheet.

World Cup Celebrations

Snoop Dogg interview(Adidas Originals):

Show students the following interview with Snoop Dogg.

Ask the students if they know anything about Snoop Doggy Dog.

Inform the students that they have to try to write down as much as they remember from Snoops answers to the world cup questions.  Watch the clip a few times.

Click on the title below to download the accompanied worksheet:

Snoop Dogg Interview

Nike Write the future:

I would now like to leave you with my favourite world cup clip.  This is very impressive and really expresses the multi cultural aspect of the World Cup. The party has now started as we look forward to the excitement of this wonderful event.

ESL World cup fever (game 2)

Posted in ESL, Sport, you tube with tags , , , , , , , , , , , , , , , , , , , , , , , on June 8, 2010 by EslImaginarium

Warm up exercise:

Some World cup warmer questions:

1.  Where and when was the last World Cup? Germany 2006

2.  Where and when is the next World Cup?  Brazil 2014

3.  How many years is there between each World Cup?  4 years

Questions to ask every day during the World Cup:

What countries played yesterday?

What were the scores?

What players scored?

What country is at the top/bottom of group x?

First half - Countries , flags & mascots

Word relay game:

Ask the students to make groups.

Ask the groups to stand in separate lines in front of the board.

The student at the front of the each group is given a pen/piece of chalk.

Students have to write down all the countries in the world cup.  The first student from each group writes a country and then passes the pen to the next in line.

Give the students a time limit(3 mins) and see how many countries they can write within the time limit.

Each group checks the ‘wordle’ to see how many words they managed to get and deduct points for wrong spellings.

World cup countries ‘Wordle’

Match the flag with the country

In groups the Students look at the flags and match the countries with their flags.  (Give the students a time limit)

Mascots

Ask the students what the mascot is for the South Africa World Cup.   Why do they think that a leopard was chosen to represent the world cup.

Ask the students if they can remember any previous world cup mascots and if they can, have them try to describe what they looked like.

Show students the picture of the previous mascots and ask them what country the mascot represents.

Click here for an article on the 10 dumbest World Cup mascots.

Answers: Goleo VI – Germany, Ato, Kaz & Nik – Korea & Japan, Footix – France, Stryker – USA, Ciao – Italy, Pique – Mexico, Naranjito – Spain, Gauchito – Argentina, Tip & Tap – West Germany, Juanito- Mexico, Willy – England

Ask the students what their favourite ‘mascot’ is and why.  Find out which is the most popular mascot within your class.

Students have to design a mascot to represent their own country.

Groups

Divide the class into teams.  Ask the students if they know what countries are in each group.  Have a contest to see which team can write the countries in each group correctly.

Second half  – Video dictation.

The alternative England anthem.

Watch the following video by the legendary; Mark E Smith.  His vocals are usually difficult to comprehend so it is very helpful that there are subtitles for the lyrics.  Ask the students to write down the words that they see.

Music video – ‘England’s Heartbeat ‘- Shuttleworth feat. Mark E. Smith

Extra time – Samurai Blue

If I haven’t already told you, the team I will be following this World Cup is shown in the clip below.

If only they were as strong as this:

What’s your prediction?

Ask your students who they predict to win the world cup and what team they think will actually win the world cup.  Put their predictions on the wall and check if they were correct at the end of the cup.

A British music magazine, ‘the NME’ recently did a feature on who the musicians predict will win the world cup. Click  here from some predictions by musicians.  Ask students to listen to the celebrities and have them write down the countries each artist thinks will win.

Sticker album

I have nostalgic memories of collecting stickers during the world cup when I was a wee boy.

I was always really excited to try and get as many stickers as possible.  It was always fun swapping stickers with friends.

You could hand out world cup country stickers every time a student answers a question correctly.  Give students stickers outside the classroom as well, if they ask you questions in English about the world cup.

I usually use images I find from ‘clipart’, laminate them and put double-sided tape on the back.  You could make a sticker sheet for the students to collect their stickers on.  MES English has a great selection of ideas for stickers and sticker sheets and has recently put up some great football stickers.

I hope you and your students enjoy the world cup and my lesson ;)

Summer movies(What’s it to be?)

Posted in ESL, Movies, you tube with tags , , , , , , , , , , , , , , , , on June 5, 2010 by EslImaginarium

So it’s soon going to be time to go to your local multiplex to choose from an array of sequels, ‘trequels’ and jaw dropping extravagant budget, full-on action, mind numbing experiences.  Stock up on extortionately priced  sickly popcorn, choose an extra-large drink of caffeine and remember to switch of your I-phone so that the sound of tweets do not distract you from the eye candy that is attacking your mind.

So whats it to be????????

Let’s look at the rotten tomato guide to the most anticipated releases this summer;

Students listen and write what movie was the ‘yay’ and what was the ‘nay’ for each month.

The students use the following wordle to help them decide.

Yay    or     nay?(The answers)

May:       Robin Hood                                    Prince Of Persia

June:     Toy Story 3                                       Twilight

July:       Inception                                         Last Airbender

August:   Scott Pilgrim V’s The World        Eat Pray Love

Match the poster with the synopsis:

1. Make a slide show of movie posters or put the movie posters on the walls around the classroom.  Students have to match the following synopses with the posters.

Use the synopses from the movie site, IMDB

1. He’s 23 years old, in a rock band, “between jobs,” and dating a cute high school girl. Everything’s fantastic until a seriously mind-blowing, dangerously fashionable, roller blading delivery girl named Ramona Flowers starts cruising through his dreams and sailing by him at parties.

2. As their owner Andy prepares to depart for college, his loyal toys find themselves in daycare. So, it’s all for one and one for all as they join Barbie’s counterpart Ken, a thespian hedgehog named Mr. Pricklepants and a pink, strawberry-scented teddy bear called Lots-o’-Huggin’ Bear to plan their great escape.


3.Now Cobb is being offered a chance at redemption. One last job could give him his life back but only if he can accomplish the impossible. Instead of the perfect heist, Cobb and his team of specialists have to pull off the reverse: their task is not to steal an idea but to plant one.


4.With their country weakened from decades of war, embattled from the ineffective rule of the new king and vulnerable to insurgencies from within and threats from afar. This unlikeliest of heroes and his allies set off to protect their country from slipping into bloody civil war and return glory to England once more.


Survey Monkey

I recently learned about ‘survey monkey’ from another excellent Russell Stannard training video.  This application is excellent for conducting a questionnaire with your class and also for students to conduct their own questionnaires.  Here is my first attempt using this application.  I decided to conduct a summer movie survey. This survey gives the students an opportunity to express their opinion.  When all the students have answered the questionnaire you can make a popularity chart with the statistics and also look at the different sentences the students made.

Please click here to view it and if you have time feel free to try it out.

Click here to take this survey

(If enough people take this survey then I will publish the results in a future post.)

Selling the lists of life

Posted in ESL, Music, Uncategorized with tags , , , , , , , , , , , , , , , , , , , on June 1, 2010 by EslImaginarium

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.

1. Advertising slogans

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.

2. Lists

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.

3. What is life to you?(2.39)

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.

‘Morph’ & ‘Pingu’ – The power of gestures

Posted in ESL, you tube with tags , , , , , , , , , , , , , , , , , , , , , on May 27, 2010 by EslImaginarium

I loved watching the characters, ‘Morph’ and ‘Pingu’ when I was a child and even though I did not understand the ‘gobledygook’ language they spoke I was able to understand and find entertainment in their adventures.  The key to their success was their over emphasised gestures and humorous stories.  You can use the following lesson as an example of how important gestures are.

1. Morph

Morph – Bed Time

Students watch the following clip a few times before they are asked questions about it.

Questions about the clip

  1. What does ‘Morph’ want to do?     He wants to go to sleep.
  2. What does ‘Chas’(cream-coloured)want to do?    He wants to listen to music.
  3. What does the sign say on ‘Morph’s’ wooden pencil box?     ‘Please do not disturb’
  4. Why is ‘Morph’ not happy?     Because Chas is playing the music too loud.
  5. What is ‘Morph’s’ solution to the problem?     To put earphones on ‘Chas’.
  6. Why is ‘Morph’ still not happy?     Because ‘Chas’ continues to sing very loud.

Talk about a time when you could not get to sleep because you were distracted.  What did you do to try to get to sleep?  drink milk, count sheep etc.

Imagine that Morph and Chas could now speak English.  In pairs the students write down what you think that they are saying to each other in the clip. With the sound turned off  the students talk over the clip with their dialogue.  The class decides which pair had the best dialogue.

2. Pingu


Pingu – ‘Bouncing’

Students watch the following clip a few times before they are asked questions about it.

Stop the clip at 1.58 and ask the students ‘What do you think ‘Pingu’ and his father are going to make?’

Write up the suggestions and watch the clip to see if the students were correct.

wordle:

Students have to put in order the objects ‘Pingu’ jumped on.  They write a number next to the word.

Writing & discussion:

Write down what happens in the clip.

Why was ‘Pingu’s’ mother upset?

What did she do to punish ‘Pingu’?

Can you remember something naughty you did when you were a child?  How were you punished?

What do you think is the correct way to punish children when they do something wrong?

Write down some notes and form an anecdote about your childhood memory.

Talk to other students about your childhood experience.

Let’s perform:

Students form groups of 3.  Tell the students that ‘Pingu’s family can now speak English.  The students have to each choose a character from ‘pingu’ and write a dialogue for the clip they have just seen.  Students perform their dialogue with the sound turned off and the class decides who has the most original dialogue.

The power of gestures:


In groups the students write their own ‘Morph’ or ‘Pingu’ story.

They have to think about the gestures for their story.

The students perform their story using only gestures to tell the story.

The other students watch and  discuss what they thought about each performance.

I feel better baby

Posted in ESL, Uncategorized, you tube with tags , , , , , , , , , , , , , , , , , , , , on May 22, 2010 by EslImaginarium

Manufactured pop Vs talented musicians?

Let the students listen to the following two tracks without showing them the videos.

Students have to write down what words/sentences they here.

Let the students listen a second time. Students  have to close their eyes and visualise what they think the video would be to accompany the song.

Students write down their ideas and discuss them with the other students.

Students decide which song they prefer and are separated into groups depending on the track they prefer.

Students now watch the music videos and compare the video with what they thought the video would look like.

1. Baby -Justin Bieber

2. Hot Chip- I feel better

Use this video as a “What happens next” activity.

Stop the video at 1.40 and ask students what they think will happen next.

Give some examples of what could happen and get students to guess what will happen.

1. The alien has a breakdancing  competition with the boy band.

2. The alien shoots the boy band with lasers.

3. The boy band shoots the alien with lasers.

Time to debate:

Do you wish the ‘hot chip’ alien made an appearance  in the Bieber video?


After watching both videos the students have to again decide which they prefer and see if their preferences have changed after watching the video.

If they have changed their minds than ask them to give a reason why.

The students form groups depending on which video they prefered.

Each group has to put forward an argument to why they prefer their chosen song.

The groups battle it out with each group having a set time limit to state their cause.

The Bieber phenomena.  WHY?

Show students the following clip and ask if they think it is funny.

Do they want to see more videos of Justin Bieber being humiliated?


Students use computers to research the Bieber phenomena.

Here is a recent quote form ‘onlinesocialmedia.net’

“For quite some time now, teen singing sensation Justin Bieber has enjoyed his permanent spot on Twitter’s Trending Topics list. However, as of very recently, Bieber appears to have been knocked off and his fans are wondering what’s happened.”

Why do they think he is so popular?

Do you think he deserves this popularity?

Is there going to be a Bieber backlash?

It’s time to ‘tweet’


Students join the twitter debate and write their own tweet(140 words max.) about their thoughts on the Bieber phenomena.

Too much Bieber – let’s ‘feel better’ with  some more “Hot chip”

Here is another version of the hot chip song featuring the very talented “Bonnie ‘Prince’ Billy”

Students decide which version they prefer.

Students write down some ideas for a music video for this version.

Make a ‘wordle‘ of all the sentences from the song

Students look at the ‘wordle‘ and put the sentences in the correct order.

Some last words

I ‘feel better’ when I don’t listen to Justin Bieber.

Students write a tweet (140 words max.)and discuss what makes them ‘feel better’.


The numbers don’t lie

Posted in ESL, Music, you tube with tags , , , , , , , , , , , , , on May 19, 2010 by EslImaginarium

‘The numbers don’t lie’ – Daily routines

Music video: “The Mynabirds-The Number’s don’t lie”

This is a lesson about routines and how to make them more bearable.

1.  Elicit from students the activities they do on a daily basis and think about how many times they have done these activities so far in their lifetime.

2. Students watch the following music video and write down the daily routines they see.

3.Student’s look at the following wordle and put in order the routines that happen during a day.


4. Show the students the music video again.  This time ask them do think how the man feels about his daily routine.

5. Ask some questions.

Where does the man go everyday and what does he do?

Does he have a happy life and why?

6. Show the students the following picture:

7. Ask students how similar it is to their own lives.

8. Student’s create their own daily routine cycle.

9. Show the video for a last time and ask them to think about how the man makes his life more bearable.

10. Ask the students how they make their lives more exciting and what do they do to bring colour into their lives.

11. Ask students if they had any experiences with imaginary friends when they were children.

12. Look at the cartoon and think about what they can do differently in their routines to make life more interesting.

13. Student’s suggest how they can change their routine and write what their perfect routine would be.

14. Student’s look at the following daily routine of Tiger Woods:

( If they are adults you can make a joke that this routine fails to mention his most strenuous exercise     which is keeping up with his many affairs.)

15. The Students discuss Tiger Woods routine.

16.  Using this routine as an example the students choose a celebrity and write what they think their     daily routine would be.  They could present their routine with the picture of the celebrity to other class members.  The Pictures and routines could be made into a class poster

Try to fill the spaces in between

Posted in ESL, Music, you tube with tags , , , , , , , , , , , , , on May 17, 2010 by EslImaginarium

*Warning NSFC-Controversy in the classroom*

Show this clip at the students discretion only.  Advise the students that the following video is a little controversial and that if they are of a sensitive disposition then maybe it’s best that they do not watch the clip.

Visual dictation

Explain to the students that there are two rooms in this video.  They have to describe the rooms.

  1. Students make pairs
  2. Student A will watch the video several times and describe what is happening to student B.
  3. Student B will listen to student A and sketch the 2 rooms.
  4. Student B describes their sketch to student A.
  5. Both students watch the video and compare the sketch.

Wordle activity

Student A tries to guess the order of each word as seen in the music video.

Students watch the video and check if they have the correct order.

Discussion - Students discuss how provocative they thought the video was and how it made them feel.

Crime Scene Investigation


Explain to the students that they are investigators at the scene of the crime.  They have to write about the ‘space in between’ and using the evidence in the video/wordle they have to decide what happened before the scene of the crime.

Students present their stories to the class.

The class vote on the best investigator.

Fotobabble: Take a picture of each students sketch and upload it onto fotobabble.  The students have to use their story to talk about what happened over their photo.

Update- Here is a recent interview with the movies director(Rupert Sanders) about the video:

Pitchfork: Did you talk with him about the meaning of the song and why he wanted those visuals specifically?

RS: Yeah, for him it was very much about the neglect that has led a relationship to this– the demise of love and passion. He was very specific in how the room caught fire and that they had killed each other, and how the people around them didn’t really care.

Pitchfork: When I first watched it, I thought the other people were somehow in on the killings.

RS: It’s hard because you want to be elusive about what’s going on but not so confusing that there was no train of thought. If you look closely, there’s a knife next to Trent and Mariqueen’s holding a spike of a champagne glass. You don’t really know why the other girl is laughing on the phone rather than calling 911. There’s something a little more disconcerting and creepy when the audience can play more of a part in figuring things out.


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