The unusual recipe ( imperative and food voc)

Ask students what is his /her favourite dish. Ask for ingredients and who cook.
Say to students they are going to watch a video but something is missing: ingredients!
Students recall as many objects of the video as possible and find the relation with the ingredients:

1. pick up sticks
2. plastic eyes
3. aluminium foil
4. a rubik's cube
5. pin cushion
6. a dollar bill
7. a dice
8. a post-it note
9. a ball of wool
10. glitter

Common answer include:

1. spaguetti / pasta / rice
2. salt
3. oil / butter
4. garlic
5. pepper / tomatoes
6. bay leaf / hanful of basil / any herb
7. spoonful of sugar / sugar lump
8. butter / cream
9. cheese
10. salt / pepper

www.eatpes.com : great animations

MISTERY RECIPE:
To prepare the __________________

- turn on the gas and place a pot of water on the heat.
- Add some ___________________
- When the water starts to boil add a handful of ______________________
- After boiling for about 10 minutes, the __________________________ should look like rubber bands - this means that is ready.
- Drain the ____________________ in a colander.

To prepare the sauce:
- Add some ______________________ to the frying pan.
- Chop up a clove of ____________________ and add it to the hot ____________________
- Add a few ripe ___________________ and squash them with a wooden spoon
- Take a _______________________,chop it and add it to the sauce
- Add a _______________________ to sweeten
- Melt some __________________ into the sauce.

Donkey balls (time)

Make students guess how does he know the time.First stop the video on second 8 and ask students what is the man going to do. Stop the video on second 58 before the clock appears and make students guess.
Another activity is to describe the landscape.

Coyote and Road runner

Print off copies of the following worksheet for each student:

coyote-and-road-runner-worksheet.doc

Start by using the clip to introduce students to the two protagonists (Coyote and Road Runner). Find out if they are familiar with them.

Play the clip as far as the boomerang scene and pause it (1 minute, 56 seconds).

Ask students if they can guess what happens next. Write any new language on the board and then give out copies of the worksheet (see above). Students have to decide which of the two outcomes on the worksheet is the real one. Any unknown language can be explained through gesture.

Possibility one:

Coyote throws the boomerang but Road Runner throws a second boomerang which hits Coyote on the back of the head. Road Runner runs away. Coyote is just about to chase Road Runner when his own boomerang returns and hits him on the back of the head a second time.

Possibility two:

Coyote throws the boomerang. The boomerang hits Road Runner on the back of the head and knocks him out. Coyote jumps up and down on Road Runner and then cooks him by blowing him up with dynamite.

Let everyone compare answers before playing the clip and letting them see what happens.

Next, play the clip as far as the school crossing scene (2 minutes, 18 seconds).

Again, ask students to guess what happens next in their own words and write new language on the board. Then refer them to the worksheet and ask them to choose the correct outcome.

Possibility one

Road Runner thinks that Coyote is a child crossing the road and stops to let him past. Coyote grabs Road Runner, jumps up and down on him and then cooks him by blowing him up with dynamite.

Possibility two

Road Runner runs past Coyote and knocks him to the ground. Road Runner then returns. He is dressed as a school girl and holds a sign that says, “ROAD RUNNERS CAN’T READ”.

Again, let students compare answers before playing the clip and letting them see what happens. Repeat this whole process for the rock scene (pause at 3 minutes, 13 seconds).


Possibility one:

Coyote pulls out the key stone. The rock falls on top of Road Runner and crushes him. Coyote grabs Road Runner, jumps up and down on him and then cooks him by blowing him up with dynamite.

Possibility two:

Coyote pulls out the key stone. The rock falls the wrong way and lands on top of Coyote. It crushes him. Road Runner runs past and says, “Meep meep!”

Finally, for the surprise ending, repeat the process for the false tunnel scene (pause clip at 3 minutes, 35 seconds).

Possibility one:

Miraculously, Road Runner passes through the tunnel. Coyote doesn’t understand this and tries to copy Road Runner. Unfortunately for Coyote, it doesn’t work for him. He runs into the rock. This knocks him out and he falls to the ground.

Possibility two:

Road Runner runs into the rock. This knocks him out and he falls to the ground. Coyote jumps up and down on him and then cooks him by blowing him up with dynamite.

* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *

Notes:

1.The worksheet has been uploaded on Word for Windows. This will allow you to change it in any way that you like.
2.For a follow up activity, you could create a gap fill in which all the third person singular forms of the verbs (for example) are missing.
3.Another idea for a follow up activity is to ask students to choose pieces of language that they think would be most useful. One possible way of doing this was discussed here (see steps 7, 8 and 9).
4.If you don’t have access to a computer in class, make use of the images in the worksheet (if you do this, the scenes will require a bit of explanation on your part). Later, email the clip to your students so that they can watch it at home.
5.During the reading/discussion stages, it might be better to use stills from the clip and play the video later once the worksheet has been completed. Stills can be obtained using the screen capture function on your computer (click here for more). A pdf of the stills used in this posting can be downloaded below.
6.The activity can be introduced using photographs of the real animals.

coyote-road-runner-stills.pdf

It's a book (conventional vs modern)

Transcription:

What do you have there?
It’s a book.
Do you scroll down?
No. you turn the page. It’s a book
Can you blog with it?
No. it’s a book.
Can it twit?
No
Can it text?
Can I wi fi?
Does it need a password?
No
Can you do this?
No
It’s a book.

Are you going to give it back?
No, but I’ll charge it up when I’m done.
Ohhh, you don’t have to.

Family

Watch the video and answer the questions below:



Who is playing chess?
- grandfather
- sister
- mother


Who is making lunch?
- mother
- brother
- father


What is baby doing?
- drawing
- playing ball
- playing with blocks


Sister is a
- boy
- grandmother
- girl

Brother is a
- girl
- boy
- baby

FAMILY MEMBERS

THE SIMPSON short trailers

http://www.learnenglishfeelgood.com/eslvideo/videos2.html

Watch the video and answer the following questions:



1. Homer thinks he can feel better by __________________ malt liquor.
drinking a lot of
going to buy some
taking a bath in

2. Marge thinks that Homer should ________________.
take an adult education course
go back to university
go back to high school

3. Homer, for the most part, is _________________ the idea.
excited about
indifferent to
annoyed by

4. Homer claims that when he learns something new, he __________________.
he doesn't remember it for too long
forgets something else
his brain hurts

5. What course has Homer already taken?
A course on how to brew beer
A course on how to make wine at home
A beginner's French course

Spelling game

http://www.visualthesaurus.com/bee/

Volkswagen fast lane

The triangles Applejack

The Triangles are a five piece band from Melbourne Australia, who began playing together in 2003. Their sound is a mix of psych-pop, indie-folk, and rock.

In May 2010 the Triangles travelled to the Spanish island of Menorca to appear in the new summer commercial for Estrella Damm. Their song Applejack was featured in the advertising campaign, which will be appearing across all media in Spain from June 1.

Imagine by John Lennon

Listen to the song and fill in the gaps.

Dear Mr. President - Pink

Dear Mr. President (english captions)



Dear Mr. President ( no captions)



Listen to the song and do the matching exercise.

Alphabet

Students listen to the alphabet and write down the spelt names.

Perception of beauty

Look at the video and write comparative sentences:









What does this clip mean to you?
Do you agree with its message?
Give examples of adverts and their message.

Read the following article and answer the questions:
http://api.ning.com/files/cX-hPOPROZ-oTP8FRhcRi36G4V*1SKEPjWCg97LV7cq1wkt1bfzKH*TRHAzldAerWcMKarzvARwJAqERdOycvBIkm*ihZaMv/Advertising.doc

What did you do yesterday?

Listen and answer the questions

Classic Brain Teasers Riddles

Lateral Thinking puzzles were first invented by the psychologist Dr Edward de Bono (1). They consist of a simple situation which at first sight seems strange, but actually has a very simple explanation, and were intended to encourage creative (or “lateral”) thinking. You tell the students the situation and they can then ask Yes/No questions about it until they understand what happened. In particular, it’s a great way of practising simple past and past continuous questions, but at a higher level students also have the chance to incorporate and practise the past perfect and other structures. Here are two such situations :

1. A man was lying dead in a field with a bag beside him. How did he die?
2. A woman walked into a bar and asked for a glass of water. The barman pulled out a gun and pointed it at her. The woman said “Thank you” and left. Why?
3. A woman is found hanging by her neck from the high ceiling in an otherwise empty locked room with a puddle of water under her feet. How did she kill herself?
4. A man is lying drowned in a dead forest, far from water. How did this happen?
5. Two men are served identical drinks at the bar. One lives, but the other dies. Why?
6. A man dies of dehydration in his own home. Why?
7. A man runs along a hall with a piece of paper. When the lights flicker, he drops to his knees and begins to cry. Why?

Key poem

Key
This is the key.
The mystery key.
The key to what?
I’m not
Quite sure.
I wonder what
this key is for?
Let me see…
Could it be:
The key to the door
of a treasure store?
The key to a lid
where things lie hid?
A secret box
with magic locks?
The key to a cupboard,
a closet, a drawer?
I wonder what
this key is for?
When I find it
I’ll unlock it,
But meanwhile keep
this key
in my pocket.

Worksheet 1:
http://www.teachingenglish.org.uk/sites/teacheng/files/key_wkst2.pdf

worksheet 2:
http://www.teachingenglish.org.uk/sites/teacheng/files/key_wkst3.pdf

Robin hood

Robin Hood rap

http://www.teachingenglish.org.uk/sites/teacheng/files/rap.pdf

Robin Hood activities

Lawrence coming home

Lawrence comes home early from school one day and finds his mother with a man other than his father. What is he to do?

http://www.teachingenglish.org.uk/sites/teacheng/files/The%20family.mp3

after reading activity:

http://www.teachingenglish.org.uk/sites/teacheng/files/The%20family.mp3

Panda surprise

1. Tell students to imagine they are having a day at the zoo.

What animals are in the zoo?
which are your favourites?

2. Show the photo. what animals are they? panda cubs.



3. Play the video and pause it immediately.
4. Play again just before the baby panda sneezes (9 seconds)

5. Students write on a piece of paper what they think it is going to happen.

"I think that..." ( use present simple)

6. Collect all the pieces of paper and make corrections together.

7. Show the video.

If cats could talk (dialogue)

1. Write on the board: If cats could talk, what would they talk about?

2. Make a list of possible cat conversations

. mice
. their owners
. other cats
. their kittens
. food
. dogs

3. Show the following clip:


4. Students in pairs.
. Give names
. decide what they are talking about
. Write out a dialogue which should last 1 min appr.

5. they act out their dialogues.

Where the hell is Matt?

1. Ask your students if they can name all of the continents in English and find out which ones they have been to.

2. Put your students into small groups and give out copies of the worksheet below (36 geographical locations). Find out if anyone a) has visited any of the places on the worksheet, b) knows anyone who has visited the places or c) knows anything about the places.

36-geographical-locations.doc

3. Encourage your students not to spend too much time on the obvious ones (London, for example).

4. Tell your students that they are going to see a YouTube video in which a man called Matt dances in all 36 locations. After getting them to put down their pens or pencils show them the following clip:








5. Find out if anyone knows the story of Matt Harding, the man in the video (don’t worry at this stage if no one knows anything about him).

6. Refer your students back to the worksheets that they completed. Play the clip a second time and this time make use of the pause button to stop the video whenever someone is able to say something about the geographical locations. Your students may now be able to offer additional information about the places now that they have been able to see them.

Follow up possibility 1
For homework, allow each student to choose a different place from the clip and carry out a webquest on it for the next day. They could prepare either a poster, report or presentation. There are a lot of possibilities for interesting assignments:

•Salar de Uyuni is the world’s largest salt flat.
•Machu Picchu is probably the most familiar symbol of the Inca Empire.
•Area 51 is a highly secretive US military base that is often the subject of UFO conspiracy theories.
•The Routeburn Track was named one of the top eleven trails in the world by the National Geographic Adventure Magazine in May 2005.
•Neko Harbor is one of only two venues used for cruise ships to stop on the continent of Antarctica.
If you are going to get students to present their findings to the rest of the class, you could allow them access to an atlas or even better - Google Earth. This would add a visual aspect to their presentations.

Follow up possibility 2
Get your students to imagine they are going to interview Matt Harding (the man in the video clip). Get them to think of 6 questions each while they watch his video again.

Matt’s story, as well as an extensive list of FAQs can be found at his own website: wherethehellismatt.com. Students could be directed to this site to obtain the answers to these questions themselves for homework. If any questions remain unanswered, why not drop him a line - he includes his email address on his site.

Sample FAQs

•How do you afford all this travel?
•How long did it take you to make the video?
•Where did you learn to dance?
•How did you get the kids in Rwanda to dance with you?
•Why didn’t you get stung by the jellyfish in Palau?

Noisy collocations

Elementary (A1, A2)

Lesson plan

1. Tell students to do a puzzle. Put them in pairs or groups. Give a copy of Collocations match.
2. Give out copies of the second worksheet. Which is the loudest?
3. Tell students they are going to hear seven sounds. (Do not let student see the video, only listen to it). They write down all the sounds they hear.

answers: playing with a squeaky toy, typing a letter, playing the congas, playing table tennis, sharpening a knife, scratching ( the decks), sawing a woman in half.

4. finally, students see the video.

Everybody can learn English

Ken Lee



Cat and Goldfish surprise
Elementary+ Present Simple



Lesson plan:

Advert: Importance of learning a second language

1. Find out what pets your students have and what sort of relationship they have.

2. Introduce voc:

"the video starts with a goldfish.
Does anyone have a pet fish?
What do you call the glass that you keep them in? ( a Tank or a bowl)

The goldfish in the video is in a bowl. What room do you think it is in?
What do you think he is doing?
What time of the day do you think it is?
Who is the visitor?
What does the cat want?
The cat has a naughty expression on its face. it's moving slowly. its tail is in the air and it's licking its lips. the goldfish shows signs of panic..
But... what happens? Can anyone guess?

Students guess what happens.

show students the advert. They will see that the goldfish barks as the cat.
Pause at 0.30 and ask students to guess what the advert is for. ( a language school)

Pronunciation:

The train tunnel joke (part 1)

Language level: Pre-intermediate (A2) +
•Learner type: Young learners; Teens; Adults
•Time: 30 minutes
•Main activity: Writing
•Topic: Jokes
•Language: Verbs of thought (e.g. wonder, wish, hope)
•Materials: Video clip; Worksheet

Sili THE SLAP EHSAN AMANI - IRAN



Lesson plan

There are four people in a carriage train: an attractive girl, an older woman, a young soldier and a colonel.

The attractive girl is reading a book. The older woman is knitting. The colonel is reading a newspaper. The soldier is looking out the window, lost in thought. The train goes into a tunnel and the carriage becomes completely dark.

1. Play the video clip from the beginning and pause it at 1.45 (after the train has come out of the tunnel)

2. Ask students if they can guess what happened. who kissed who?

3. Put students into pairs or small groups and give out copies of thought bubbles.Students decide what each passenger is thinking and write it in bubbles.

Language support:

*I wonder...
*I wish (that) I had...
*I hope (that)...
*I regret ( + ing form of verb)
*I can't believe (that)...

4. Ask a spokenperson from each group to report what they wrote about the old woman.

5. Continue the clip until 2.10 and find out what the woman is thinking.

6. Now ask a spokenperson from each group what the young girl is thinking and so on.

Woman: 1.45 - 2.10 : "You've got a good slap. kissing a young girl deserves a slap. if you had kissed me, you wouldn't have been slapped."

Girl: 2.10 - 2.26: "Dumb asses! I am sitting here, and you kiss an old lady! You guys must be blind. You deserved to be slapped."

Colonel: 2.26 - 2.46: "See, for God's sake! Filthy stink! This trash does the kissing, and I get the slap.

Soldier: 2.46 - end: "What a feeling. Kissing the palm of your hand, slapping colonel across the face."

Numbers

The number game

Here is an activity for teaching numbers between 1 and 25 to beginners. In the activity, students predict the number of bricks that the man in the following video clip can carry on his head:




Preparation


1.Tell students to close their eyes while you start the clip and then switch to full-screen mode. In full-screen mode, titles are not displayed.
2.Download the clip and give it a new name. Click here for more information.
For this activity, you will also need to prepare some flashcards - one for each number between one and twenty-five. Lay them face up on a table like this:



Procedure

1.Show your students the very first frame of the video clip (i.e. the starting image). Students should see a stationary picture in which the man on the right is carrying two bricks on his head.
2.Ask your students if they can guess where in the world the men are (Answer: Bangladesh).
3.If necessary, teach the words brick and carry and point out that the man on the left is carrying two bricks on his head. 4.On the board, write and drill the following question: How many bricks can the man carry on his head?
5.Students now take it in turn to choose a number flashcard from the table which corresponds with their guess. Don’t just let them pick up one card each - let them take it in turn to pick up cards until there are none left. So, for example, if you have five students in the class, they will all end up with five cards.
6.During this phase, students will have to work out the language - for example, that twenty-five refers to the number 25. There shouldn’t be much trouble with - false beginners will often be able to recognise these numbers. Encourage peer teaching whenever possible.
7.Each time a student picks up a card, ask him or her to say the number before drilling the whole class: [Student’s name] thinks the man can carry x cards on his head.
8.When all of the cards have been picked up*, play the clip and get students to count as the man puts bricks on his head.
* Of course, everyone knows that the man is already carrying 2 bricks on his head. Don’t insist that students pick up the very low numbers - these can be left on the table.


How many times does the hamster go round with the wheel after he loses control?



Sesame Street