A Very Merry Mistake Teacher's Notes pdf · PDF fileVideo A Very Merry Mistake ... Then do the...
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A Very Merry Mistake Teacher’s Notes Video A Very Merry Mistake Put students in pairs or groups of three. Display the images on page 2. Tell students that they should use them as a star8ng point for conversa8on and the conversa8on can go in any direc8on they want. They don’t need to describe the images, compare them or find a connec8on between them. (Some topics that came up in our classes were: assembling IKEA furniture; giving children everything they want; whether Formula 1 is a sport or not; ea8ng outside; and hipsters. STEP 1 AJer two or three minutes, get the students to stop speaking and answer any vocabulary ques8ons. Ask one or two people to give a very brief summary of their group’s discussion, and let other people comment if there’s interest. STEP 2 Display the images on pages 3 to 7 and repeat steps 1 and 2. Ask students to make different pairs / groups for each conversa8on. Hopefully, by the 8me they have had the seventh conversa8on, the board will be full of the vocabulary that they asked for. Don’t rub it out - you’ll need it in step 11. STEP 3 Display page 8. Say that you’ve noted down a word related to each image, and students should try to guess what it is. Begin with the image on the leJ. Ask each pair/group to guess, and tell them they have to answer within three seconds (otherwise it’ll go on too long). AJer each group has guessed, show them the word you noted down. (If you’re using the Powerpoint, click to reveal it; if you’re using the pdf, make a note of the words before class, and show students aJer each round.) Then do the same with the image on the right. STEP 4 Repeat step 4 with pages 9 to 13. A couple of things to point out: when you show students the images of the pug and piggy bank, point out that pig is the noun and piggy is the adjec8ve. So, if pug is the noun, what’s the adjec8ve? (puggy = having a face that looks like a pug.) When you get to the images of the cicada and the living room, the word you noted down for the living room was big. Say that you chose this word because there is a big-screen TV in the living room. STEP 5 STEP 6 Blank the screen and tell students to write down the six pairs of words they remember. (Answers: bed and beard / pug and piggy bank/ basketball and biscuit ball / airplane and earplane / tricks and trucks / / bug and big) STEP 7 STEP 8 Say that students are going to watch the beginning of a video. Play the first 38 seconds and pause. Ask students what’s happening and why they think Santa doesn’t answer the phone at once. Don’t tell them whether they’re right yet. STEP 9 Tell students that they’re going to hear the items on the list they made in step 6. They should 8ck the word in each pair that they hear, i.e do they hear bed or beard? Play the video un8l 01:38 and check answers. Play the video un8l 01:54 (“Oh, it’s happened again”) and ask students what has happened again. They will probably have worked out that Santa hasn’t understood the New Zealand accent. STEP 10 Get students to look back at the pairs of words. Can they work out what happens to certain vowel sounds in New Zealand? Play the video to 02:15 to check. Then play the next 5 seconds (with sub8itles if necessary) to see what happens with yous. Play the video from the beginning to the end. What did they think of the advert? STEP 11 Finish off by using the vocabulary on the board to play Hot Seat, but instead of wri8ng words/phrases on the board, rub out the one that you want students to define. 1
Transcript of A Very Merry Mistake Teacher's Notes pdf · PDF fileVideo A Very Merry Mistake ... Then do the...
A Very Merry Mistake Teacher’s Notes
Video A Very Merry Mistake
Put students in pairs or groups of three. Display the images on page 2. Tellstudentsthattheyshouldusethemasastar8ngpointforconversa8onandtheconversa8oncangoinanydirec8ontheywant.Theydon’tneedtodescribetheimages, compare them or find a connec8on between them. (Some topics thatcame up in our classes were: assembling IKEA furniture; giving childreneverything theywant;whetherFormula1 isa sportornot;ea8ngoutside;andhipsters.
STEP1
AJer twoor threeminutes, get the students to stop speaking and answer anyvocabulary ques8ons. Ask one or two people to give a very brief summary oftheirgroup’sdiscussion,andletotherpeoplecommentifthere’sinterest.
STEP2
Display the imagesonpages3 to7and repeat steps1and2. Ask students tomakedifferentpairs/groupsforeachconversa8on.Hopefully,bythe8metheyhavehadtheseventhconversa8on,theboardwillbefullofthevocabularythattheyaskedfor.Don’trubitout-you’llneeditinstep11.
STEP3
Displaypage8.Say thatyou’venoteddownawordrelated toeach image,andstudentsshouldtrytoguesswhatitis.BeginwiththeimageontheleJ.Askeachpair/group to guess, and tell them they have to answer within three seconds(otherwise it’ll go on too long). AJer each group has guessed, show them thewordyounoteddown.(Ifyou’reusingthePowerpoint,clicktorevealit;ifyou’reusing thepdf,make anoteof thewordsbefore class, and show students aJereachround.)Thendothesamewiththeimageontheright.
STEP4
Repeatstep4withpages9to13.Acoupleofthingstopointout:whenyoushowstudentstheimagesofthepugandpiggybank,pointoutthatpigisthenounandpiggy is the adjec8ve. So, if pug is the noun, what’s the adjec8ve? (puggy =havingafacethatlookslikeapug.)When you get to the images of the cicada and the living room, theword younoteddown for the living roomwasbig.Say thatyouchose thiswordbecausethereisabig-screenTVinthelivingroom.
STEP5
STEP6 Blank the screen and tell students to write down the six pairs of words theyremember.(Answers:bedandbeard/pugandpiggybank/basketballandbiscuitball/airplaneandearplane/tricksandtrucks//bugandbig)
STEP7
STEP8
Say that studentsaregoing towatch thebeginningofavideo.Play thefirst38seconds and pause. Ask students what’s happening and why they think Santadoesn’tanswerthephoneatonce.Don’ttellthemwhetherthey’rerightyet.
STEP9
Tellstudentsthatthey’regoingtoheartheitemsonthelisttheymadeinstep6.They should8ck theword in each pair that they hear, i.e do they hearbedorbeard?Playthevideoun8l01:38andcheckanswers.Playthevideoun8l01:54(“Oh,it’shappenedagain”)andaskstudentswhathashappenedagain.TheywillprobablyhaveworkedoutthatSantahasn’tunderstoodtheNewZealandaccent.
STEP10
Getstudentstolookbackatthepairsofwords.CantheyworkoutwhathappenstocertainvowelsoundsinNewZealand?Playthevideoto02:15tocheck.Thenplay thenext5 seconds (with sub8itles ifnecessary) to seewhathappenswithyous.
Playthevideofromthebeginningtotheend.Whatdidtheythinkoftheadvert?
STEP11 FinishoffbyusingthevocabularyontheboardtoplayHotSeat,but insteadofwri8ngwords/phrasesontheboard,rubouttheonethatyouwantstudentstodefine.
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