Archive for controversy

Vuvuzelas-Do they ruin the game?

Posted in ESL, Sport, you tube with tags , , , , , , , , , , , , , , , on June 21, 2010 by EslImaginarium

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.’

FIFA- BAN THE ANNOYING VUVUZELA (HORN) FROM THE SOUTH AFRICA WORLD CUP !

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?

The Video clips:

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.

The Vuvuzela WORKSHEET


What is a vuvuzela?:

Cultural instrument?

Explain the Vuvuzela:

Reading comprehension exercise

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 Reading Comprehension

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.

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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.

Working this F*$#!ing job

Posted in ESL, Music, Uncategorized, you tube with tags , , , , , , , , , , , , , , , , , , , , on May 21, 2010 by EslImaginarium

*Warning NSFC-Controversy in the classroom*


Show this clip at the students discretion only.  Advise the students that the following clip 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. This clip contains risky language and some scenes of violence.  You could easily edit it so that the words are deleted from the video.

Watch the music video:

Drive by truckers – Working this job

Controversy issues:


Start a discussion about censorship in videos.  Ask the following questions.

1. Why do you think they use the “f-Word” ?

2. What do you think about the use of violence in this clip?

3. What impact did the violence and language have on you?

4. Is it really necessary to include the violence and f-word?

5.  Does it relate to the song and video?   Why?

6.  Is this clip being controversial just to provoke people, which will in turn generate more sales through the media exposure?

Lights, Camera, Action

Students choose from 3 scenes in the clip.  They write a dialogue for the scene and then act it out.

(0.43) Scene outside ‘burger world’.  Dialogue between the  boss of ‘burger world’ and the protagonist.

(2.05) Scene with the man robbing the store. Dialogue between the store clerk and the protagonist.

(3.25) Scene with the police confrontation.  Dialogue between the policeman and the protagonist.

Lyrics – What lyrics do you hear?

Students listen to the clip a few times and write down as many lyrics as they can.

The students compare the lyrics they have written with the other students.

Story time


The students use the lyrics to help them write a story about the clip.

Ask some questions for them to think about.

Why did the man do this?

What were his responsibilities?

“What makes it all worthwhile?”

“Can a family live on fast food wages?”

Game–  In groups students try to write down as many jobs as they can in a set time limit (5mins).

Each group reads out the jobs they have written and if the other groups have the same word then they score it out.  The groups only get points if they have a different word from the other groups.  Subtract points for wrong spelling.

Word magnet-(My first attempt)

Please click here to watch Russell Stannard’s training video about word magnets.

If students have computers in your class room then this application is really good.  If they don’t then use sheets of paper.

Students have to write down as many job words as they can and then separate them into what they consider to be worthwhile jobs and  not worthwhile.

Let’s debate about jobs


When they have divided the jobs into categories the students have a debate about their opinions and why they consider some jobs more worthwhile than others.

Call out a job and have the students who think it is worthwhile 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.

Some final words

Students have to think about and then discuss what they think is important in life and what responsibilities they have.

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.