Wednesday, August 28, 2024
HamiltonHouseELT--Using Youtube Videos as Model Texts for Grammar Lesson
I was searching for a good youtube video to model the difference between the past perfect and the past perfect continuous, and I found this youtube channel: https://www.youtube.com/@HamiltonHouseELT/videos
It's always a bit difficult to tell, but this looks like this is actually a legitimate Youtube channel by the publisher itself. (In the past, I've linked to some-channels that may be hosting videos that they don't own, but HamiltonHouseELT looks to be legitimate to me.)
The channel has been around for 13 years now, and if you go through their history, it looks like they've gone through several phases over those years. At first, they used videos with real actors in them. These videos are actually pretty well done. (I used one of these videos in my class, and it worked well.)
Those videos can be found at these playlists:
...as you get more recent, the channel veers towards more animated videos.
But between all the videos, quite a lot of material on this channel for making model texts.
But between all the videos, quite a lot of material on this channel for making model texts.
Tuesday, August 27, 2024
Monday, August 26, 2024
Model Text for Reporting Verbs: Created by AI
(TESOL Worksheets--Reporting Verbs)
Notes: This is a model text for reporting verbs that was created by AI--specifically Gemini.
When using it in class, I follow these stages:
* Lead-in: Students talk to a partner about how much sleep they get every night
* Gist task: I give the text to students (the questions at the bottom half of the page are removed.) The gist question is "Are teenagers getting enough sleep?"
* Specific Information Questions: I give students the questions from the second half of the first page
* Noticing Activity: Match the Words to the Text (Take back all the worksheets that you've given to students, then hand out second sheet of worksheet. Place the full text outside the room so that students can check their answers with running dictation.)
A recent study on sleep patterns in teenagers has sparked a lively debate. The researchers reported a significant decrease in the average amount of sleep teenagers get compared to previous generations. They point out the potential link between this lack of sleep and decreased academic performance, as well as increased mental health issues. While some agree with these findings, others argue that the study doesn't account for external factors like increased screen time or societal pressures.
One doctor believes the solution lies in education. She recommends schools implement later start times to allow teenagers more sleep. Another expert proposes a multi-pronged approach, calling for both parental support and a shift in societal expectations. They suggest encouraging teenagers to establish healthy sleep routines and limiting late-night activities.
However, not everyone agrees on such a gentle approach. Some argue for stricter regulations, demanding limitations on social media access during certain hours. They claim this would force teenagers to prioritize sleep.
The debate continues, with many experts offering their explanations and observations. While there's no easy answer, most can agree that ensuring teenagers get enough sleep is a vital issue. Further research is needed, but in the meantime, encouraging healthy sleep habits is a good first step.
1. Do teenagers today get more or less sleep than previous generations?
2. What doesn’t the study take into account?
3. What does one doctor recommend about school times?
4. What do some people claim would force teenagers to prioritize sleep?
5. What can most people agree about?
A recent study on sleep patterns in teenagers has sparked a lively debate. The researchers (1)___________ a significant decrease in the average amount of sleep teenagers get compared to previous generations. They (2) __________ the potential link between this lack of sleep and decreased academic performance, as well as increased mental health issues. While some (3)__________ with these findings, others (4)__________ that the study doesn't account for external factors like increased screen time or societal pressures.
One doctor (5) __________ the solution lies in education. She (6) __________ schools implement later start times to allow teenagers more sleep. Another expert (7)__________ a multi-pronged approach, (8)__________ both parental support and a shift in societal expectations. They (9) __________ (10) __________ teenagers to establish healthy sleep routines and limiting late-night activities.
However, not everyone (11)__________ on such a gentle approach. Some (12)__________ for stricter regulations, (13)__________ limitations on social media access during certain hours. They (14) __________ this would force teenagers to prioritize sleep.
The debate continues, with many experts offering their explanations and observations. While there's no easy answer, most can (15)__________ that ensuring teenagers get enough sleep is a vital issue. Further research is needed, but in the meantime, (16)__________ healthy sleep habits is a good first step.
Answers
Sunday, August 25, 2024
What could be done to make these situations better? (Freer Practice for Passive Modals)
Here are links to for pictures that I found online via Google searches: picture 1, picture 2, picture 3, picture 4.
In my class, I either print out these pictures, and hand them out to students, or display them on the projector (or both). Students are then instructed to discuss with a partner "What could be done to make these situations better?"
(e.g. when discussing picture 1: the snowman should be moved to a cold place, the shark must be taken out of the pool, etc)
PASSIVE MODALS Kahoot by beremon
This is a Kahoot quiz that I found on passive modals. I used it in my classroom, and it worked well.
Passive Voice with Modals Dictogloss: Test Rules
(TESOL Worksheets--Passive Voice with Modals)
[Notes: This text follows the procedure for dictoglosses that I've outlined in a previous post. It's actually based on the actual test rules at my school (and so has relevance for my students.) If you're using this in a different school, you can adapt it to reflect the rules at your school.]
The test will be held in your regular classroom.
The vocabulary should be studied before the test.
Student IDs need to be taken to the test. The IDs must be placed on the top right hand corner of your desk. The IDs will be checked during the test. National IDs do not have to be taken to the test.
Phones must be turned off and put into your bags.
Water may be drunk during the test, but coffee may not be drunk.
If you feel cold, jackets can be worn during the test.
1. Where is the school holding the test?
2. What should you do with the vocabulary before the test?
3. What do you need to do with your student ID?
4. Do you have to bring your national ID to the test?
5. What must you do with your phone during the test?
6. Are you allowed to drink water during the test? What about coffee?
7. What can you do if you feel cold during the exam?
Past Continuous Story: Video and Worksheet
(TESOL Materials--Past Continuous)
Video link: PAST CONTINUOUS TENSE
Notes: The video is from Side by Side, and comes from the Youtube channel LANGUAGE PLANET TOLUCA, which I've linked to before.
At 6:55, it's a rather long video--much longer than I would normally like for a model text. But the video is so well done and entertaining that I find my students don't mind when I play the whole thing. (I've also given this video to colleagues, and they've successfully used it in their lessons.)
For the lead-in, I display slide 1, which shows a picture of a power cut. I try to elicit from students what the English word is, and provide it if needed (the word comes up on the animation). Students then talk to a partner about what they were doing the last time there was a power-cut.
Because the video is so long, there is no gist task. Instead, we jump right into specific information questions with the worksheet.
The second page of the worksheet contains a noticing task, but this can also be skipped if you don't want to replay the video.
In the clarification stage, Slides 4-7 then contain sentences from the video. The meaning of these can be checked with concept checking questions.
The last slide of the slideshow contains a link to the Kahoot game, which I've mentioned in the previous post.
https://youtu.be/jkOXNxoMClA?si=IO6w87e9FFP3UAv0
What were people doing when the lights went out?
Why did the lights go out?
What was the man doing at 2:30 yesterday?
What was the man doing at 4:00 yesterday?
What were the tenants doing when the burglars broke into the building yesterday afternoon?
*This is Side by Side TV News, morning edition. With Bob Rogers and Jackie Williams. María Hernandez with the weather, and Chip Stevens on sports.*
Bob: Good Morning everybody, along with Jackie Williams, I’m Bob Rogers. Well, as you all know by now, there was a blackout in Centerville last night. The lights went out all over town.
Jackie: Side by Side TV News reporter Scott Mason is standing by downtown to find out what people _______________ last night when the lights went out. Scott, are you there?
------------
Scott: Jackie, it seems like everybody in town is talking about the blackout last night. Everyone has a story to tell. What _______________ last night when the lights went out?
Man1: I _______________ the dishes and my wife _______________ the baby a bath.
Woman1: I _______________ my clothes at the laundromat, and suddenly, everything got dark.
Woman2: My husband and I _______________ TV, and our children were doing their homework.
Scott: And what _______________ last night when the lights went out? Excuse me!
Teenager: Yeah?
Scott: What _______________ last night when the lights went out?
Teenager: Did the lights go out last night?
Scott: Yes. The lights went out all over town.
Teenager: Huh. How about that? I didn’t even know. I_______________ to music all night.
Scott: You _______________ to music?! But there was no electricity!
Teenager: Batteries.
Transcript
*This is Side by Side TV News, morning edition. With Bob Rogers and Jackie Williams. María Hernandez with the weather, and Chip Stevens on sports.*
Bob: Good Morning everybody, along with Jackie Williams, I’m Bob Rogers. Well, as you all know by now, there was a blackout in Centerville last night. The lights went out all over town.
Jackie: Side by Side TV News reporter Scott Mason is standing by downtown to find out what people were doing last night when the lights went out. Scott, are you there?
------------
Scott: Jackie, it seems like everybody in town is talking about the blackout last night. Everyone has a story to tell. What were you doing last night when the lights went out?
Man1: I was washing the dishes and my wife was giving the baby a bath.
Woman1: I was washing my clothes at the laundromat, and suddenly, everything got dark.
Woman2: My husband and I were watching TV, and our children were doing their homework.
Scott: And what were you doing last night when the lights went out? Excuse me!
Teenager: Yeah?
Scott: What were you doing last night when the lights went out?
Teenager: Did the lights go out last night?
Scott: Yes. The lights went out all over town.
Teenager: Huh. How about that? I didn’t even know. I was listening to music all night.
Scott: You were listening to music?! But there was no electricity!
Teenager: Batteries.
Scott: So you see, Bob and Jackie, everybody is talking about what they were doing last night when the lights went out. But why did the lights go out? To find the answer, Side by Side TV News reporter Gloria Rodriguez is standing by at the main office of the power company. Gloria?
-------------
Gloria: I’m here at the main office of the Centerville power company with Fred Watts, the company’s director of Public Information. Mr. Watts, what happened last night?
Fred: Well, Gloria, as you know, the lights went out all over town.
Gloria: Yes, we know that, Mr. Watts. Can you tell us why?
Fred: Well, we aren’t sure yet. We know it was raining very hard when the blackout occurred, but we aren’t certain that’s the reason for the problem. We’re working on it.
Gloria: Mr. Watts, is it true that you were all having a big party here last night, and nobody was watching the controls?
Fred: Absolutely not! We were working here and doing our jobs as usual.
Gloria: Well, thank you for talking with us, Mr. Watts. So Bob and Jackie, that’s what we know right now. It was raining very hard last night, and perhaps that’s the reason the lights went out all over town. This is Gloria Rodriguez, reporting live from the power company for Side by Side TV News.
--------------
Jackie: Thank you, Gloria. What a night! What were you doing last night when the lights went out?
Bob: I was washing the dishes.
Jackie: How about your wife? What was Doris doing last night when the lights went out?
Bob: She was taking a bath.
Jackie: I was still working in the building. Did you hear what happened to the Station Manager and his wife?
Bob. No. What were Mr. and Mrs. Green doing last night when the lights went out?
Jackie: They were riding in the elevator.
Bob: Oh, that’s terrible!
Jackie: Coming up, a robbery on River Street. We’ll be back, in a moment.
----Commercial Break--
Woman: I saw you yesterday. But you didn’t see me.
Man: Really? When?
Woman: At about 2:30. You were getting out of a taxi on Main Street.
Man: That wasn’t me. Yesterday at 2:30 I was cooking dinner.
Woman: Hmmm...I guess I made a mistake.
*Stay tuned for: “Our Neighbors, Our Lives”. Coming up, after the Morning News*
----------------
Doctor: Hi. This is Ernesto Retina. Owner of “I SEE YOU”: your one-stop place for eye examinations and eyeglasses. Does this scene look familiar?
Man1: I saw you yesterday, but you didn’t see me.
Man2: Really? When?
Man1: At about 4:00. You were jogging through the park.
Man2: That wasn’t me. Yesterday at 4:00 I was playing tennis.
Man1: Hmmm...I guess I made a mistake.
Doctor: Don’t let this happen to you. Come to “I SEE YOU” for an eye examination, today! This is Ernesto Retina saying: I’ll see you at “I SEE YOU”.
--------------
Bob: There was a robbery at 151 River Street yesterday afternoon. Side by Side TV News reporter Maxine Baxter talked with the tenants of the building and filed this report.
--------------
Maxine: Yesterday wasn’t a very good day for the people who live at 151 River Street. Burglars broke into every apartment in the building, while all the tenants were out. What were you folks doing yesterday afternoon?
Man1: I was washing my clothes at the laundromat.
Woman1: I was visiting a friend in the hospital.
Woman2: We were having a picnic at the beach.
Man2: I was playing tennis in the park.
Maxine: And how about you? What were you doing?
Man3: My roommate and I were attending a football game.
Woman3: I was out of town. I was visiting my grandchildren in Ohio.
Maxine: And how do you all feel about what happened?
Woman2: I’m really upset!
Man2: It’s terrible.
Woman1: I can’t believe it.
Maxine: Yesterday certainly was an unfortunate day for the people at 151 River Street. They had no idea that while they were away, burglars broke in to every apartment in the building. Today, everybody is trying to put their apartments, and their lives, back together. Maxine Baxter, Side by Side TV News.
--------------
Jackie: Police are still investigating the robbery at 151 River Street. As of now, there are no suspects.
Bob: And that’s the Side by Side TV News, Morning Edition for today. We’ll see you this evening. I’m Bob Rogers.
Jackie: And I’m Jackie Williams. “Our Neighbors, Our Lives” is next. Have a good day!
Saturday, August 24, 2024
Past Continuous and Past Simple (B1) Kahoot by Richard Barge
This is a Kahoot quiz that I found on past continuous and past simple. I used it in my classroom, and it worked well.
LANGUAGE PLANET TOLUCA--Using Youtube Videos as Model Texts for Grammar Lesson
I was recently searching Youtube for a video that put the past continuous into context, and found this Youtube channel. https://www.youtube.com/@languageplanettoluca/videos
As is often the case on Youtube, it's a bit difficult to tell whether the channel actually owns the videos that it is hosting. My guess is that in this case, they don't. (The videos all appear to be from a textbook called Side by Side, which doesn't appear to be affiliated with the channel).
Index
I was recently searching Youtube for a video that put the past continuous into context, and found this Youtube channel. https://www.youtube.com/@languageplanettoluca/videos
As is often the case on Youtube, it's a bit difficult to tell whether the channel actually owns the videos that it is hosting. My guess is that in this case, they don't. (The videos all appear to be from a textbook called Side by Side, which doesn't appear to be affiliated with the channel).
But as is also the case with Youtube videos, it's also a bit difficult to tell whether or not the copyright holders actually care. Some of these videos were uploaded 12 years ago, so if Side by Side intends to file any take down notices, they are certainly taking their time in doing it.
The videos look to be a little bit dated. My co-workers and I were debating whether they were from the 1980s or the 1990s. Certainly, they look to be relics of the days before the Internet, when textbook publishers would have created these kind of videos for VHS tapes, that would have been sold alongside of textbooks.
Inspite of how dated (and cheesy) these videos are, however, they are really good for what they are. They are clear and easy to understand contexts for grammar points, that can be used as model texts for grammar lessons. And although they're really cheesy, they're cheesy in a fun way. They're entertaining.
I'll link to some of them down below:
...et cetera. I won't link to all the videos, but you can see the full list HERE.
A quick search of Youtube also reveals that LANGUAGE PLANET TOLUCA is not the only Youtube channel that has uploaded Side by Side videos. See also this playlist HERE:
The Balloon Debate
(TESOL Ideas--Communicative Follow Up, Time Killers and Time Fillers, Speaking)
"The Balloon Debate" is a classic ESL activity. I've mentioned it once before (in this post here), and for a detailed description of how to run this activity in class, you can see this post: The Balloon Debate: An Integrated ESL Classic in 6 Easy Steps. It's often used in ESL classrooms as just a generic speaking activity (i.e. just a way to get students to practice their speaking fluency). In this capacity, it can also be used as a Time Filler if you find yourself with 30 minutes at the end of a lesson that you don't know what to do with.
The classic premise is that there is a hot air balloon with a number of people on it that is sinking because it is too heavy. One person needs to sacrifice themselves by jumping out of the air balloon (and falling to their deaths) in order to save the others.
There are profiles created of each person. The students read the profiles, and decide which person in the group they would decide to sacrifice (e.g. who is more valuable? The politician or the literature teacher? The old doctor or the young student?, etc)
This can be done as a role play in which the students are each assigned a role, and must argue for their survival. Or it can be done as outside observers, in which the students are all examining the same profiles, and arriving at a decision together (with no one profile being represented by any individual student.)
There are any number of variations that can be done on the situation. One classic example is a deserted island scenario. Possibly the individuals are on a lifeboat that is heading towards a deserted island, and need to sacrifice someone to keep the lifeboat afloat. In this case, when evaluating which member of the group must go, the students need to think not about the member's value to society generally, but about their specific value in helping the group to survive on the island.
Or, as in the example I linked to above, the concept could be adapted to deciding which person will be fired from a company. (In this scenario, the company needs to cut costs by letting someone go, but hasn't yet decided who will get the boot.)
As I mentioned in a previous post, Balloon Debates are often great for Communicate Follow Ups. This activity could be directly adapted to a reading or listening text using the characters from the reading or listening. Or, it could be loosely adapted as just a "choose which one is out" activity. (e.g. again, sticking with the theme of travel, a follow up to a reading and listening text on travel could be: you are going on a camping trip. Here are six items. You can only bring 5. With your partner, decide which item you are going to leave behind.)
Below is an example of using a Balloon Debate for a Communicative Follow Up. This is from Reflect Listening & Speaking 5, Unit 4, Listening 2: Effective Leadership Skills p.64-68. It is based on the Semco Company which is featured in that listening text. The students are put into groups of six, and are each assigned a role as one of the Semco Employees. They must discuss their value to the company, and at the end, vote to decide who will get fired.
Cut up and give to students. These are all workers in one group at Semco. They need to fire someone to save money. The group decides who will get fired.
Monday, August 19, 2024
One last evening to myself before the wife and kids come back from my wife's parents. So I found some Alfred Hitchcock Presents on Youtube.
I just clicked on the first episodes that came up. I knew nothing about them. But then, the whole pleasure of watching Alfred Hitchcock Presents is knowing nothing about the story, and seeing which turns it will take.
The first one was Escape to Sonoita.
The first one was Escape to Sonoita.
Like many episodes of Alfred Hitchcock Presents, the first 15 minutes, when you're trying to figure out what the plot of the story is, and where it's going to go, are the most interesting.
Once the story is established, the second half drags a bit. But I loved the twist at the end!
Also, fun seeing some famous people when they were really young. Burt Reynolds. Harry Dean Stanton.
The next one I clicked on was Man from the South
...again, it's fun to see famous actors in this. Everyone loves Steve McQueen. And I went on a Peter Lorre kick a few years ago.
Once the episode started, I realized that this was the episode that had inspired the infamous scene in Four Rooms. (I had seen Four Rooms way back in college, but I had never, until now, seen the episode of Alfred Hitchcock Presents that inspired it. Well, better late then never.)
Once the episode started, I realized that this was the episode that had inspired the infamous scene in Four Rooms. (I had seen Four Rooms way back in college, but I had never, until now, seen the episode of Alfred Hitchcock Presents that inspired it. Well, better late then never.)
It was mostly entertaining, but I was irritated that none of the things the characters did made any sense. (Really, why are any of the characters doing any of the things that they do? It doesn't make any sense at all. Steve McQueen wants the car-- fair enough I guess. But what does Peter Lorre get out of keeping the finger? Why is the referee tagging along? Why does the girl get so involved all of a sudden?)
But then, that ending was perfect. I was watching the episode, and I was thinking "How are they going to do a suitable ending to this?" I mean, you couldn't have Steve McQueen win the bet--then his character wouldn't learn any lessons. But you couldn't have Peter Lorre win the bet. That would be too gruesome. So how to end it?
But they pulled the ending off perfectly. So I guess I'm willing to forgive the fact that none of the character motivations made sense.
A quick search on Wikipedia reveals that this episode was actually based on a short story by none other than Roald Dahl.
A quick search on Wikipedia reveals that this episode was actually based on a short story by none other than Roald Dahl.
Pete Seeger: The Power of Song: Movie Review
This is my first time watching this movie, so according to my new rules, I'm doing this as a video only review.
Sunday, August 18, 2024
The Twin Knights by Osamu Tezuka: Book Review
Started: August 11, 2024
(This is my first time reading this book, so according to my new rules, I'm doing this as a video only review.)
Reading the Old Testament: An Introduction by Lawrence Boadt: Book Review
Started: June 07, 2024
(This is my first time reading this book, so according to my new rules, I'm doing this as a video only review.)
Links to everything mentioned:
* Book Street (where I found this book): https://youtu.be/2bmHRkV8p_U
* My review of The Unauthorized Version: Truth and Fiction in the Bible by Robin Lane Fox: https://youtu.be/6PvZGsvXveo
* My read-through of The Bible (playlist): https://youtube.com/playlist?list=PLOY-0V_l_9x7_mCy4E6zi0MGTnFuQhSHH
* Steve Donoghue's Video: Western Canon Starter Kit #1: The Bible! https://youtu.be/WVL3rKcv0HQ?si=PlFMfIAvk2ElfPTS
June 09, 2024 Reading the Old Testament p.1-36
June 16, 2024 Reading the Old Testament p.36-54
June 23, 2024 Reading the Old Testament p.54-80
June 30, 2024 Reading the Old Testament p.80-126
July 7, 2024 Reading the Old Testament p.126-184
July 14, 2024 Reading the Old Testament p.184-234
July 21, 2024--Stopping Weekly Reading Vlogs
Playlist HERE:
Saturday, August 17, 2024
The Jungle Book by Rudyard Kipling: Book Review
On my shelves: May 22, 2022
Started: August 12, 2024
This is a reread. As mentioned in the video, I originally read this book when I was in middle school (*). But since this is the first time I am reviewing this book on this blog, according to my new rules, it gets a video only review.
Links to stuff mentioned:
*I got this book at Book Street: https://youtu.be/2bmHRkV8p_U
* Kaa's Hunting by Steve Donoghue: https://web.archive.org/web/20150320164348/http://www.openlettersmonthly.com/stevereads/2010/03/kaas-hunting/
Notes:
Friday, August 16, 2024
Off My Shelves
In anticipation of not being able to finish all my books before we have to move, I'm starting to give some of them away. Today I gave away Consider Phlebas by Ian M. Banks (on my shelves since July 14, 2024) to a science fiction fan who will hopefully enjoy it more than I would have.
So, I am now removing it from my "On My Shelves" sidebar.
I had, however, briefly researched Consider Phlebas when it was in my hands (i.e. I had looked at the Wikipedia article), and it did look interesting. I have never read Ian M. Banks before (although he had been recommended to me), but after reading up on him a little, I am now intrigued. So maybe one day in the future I will track this book down again. But for now, it's off my shelves.
I 
Wednesday, August 14, 2024
And Starring Pancho Villa as Himself: Movie Review
This is my first time watching this movie, so according to my new rules, I'm doing this as a video only review.
Links to stuff mentioned:
* Watch this video on Youtube here: https://www.youtube.com/watch?v=DxUImhXnxts
* My review of Revolutions Season 9: The Mexican Revolution by Mike Duncan: https://youtu.be/B8cbT7PfODc
* The comment which recommended this movie to me: https://www.youtube.com/watch?v=B8cbT7PfODc&lc=UgxDMd4aS-xOm1lgu4N4AaABAg.A2p5COCC8H9A2v3XFNLhdX
Wikipedia article: https://en.wikipedia.org/wiki/And_Starring_Pancho_Villa_as_Himself
Monday, August 12, 2024
Started: The Jungle Book by Rudyard Kipling (On my shelves since May 22, 2022. This is a reread. I originally read it in 7th grade.)
Dark is the Sun by Philip José Farmer: Review
(This is my first time reading this book, so according to my new rules, I'm doing this as a video only review.)
* I got this book at book street: https://youtu.be/2bmHRkV8p_U
* My reviews of the Land of Oz books: https://youtube.com/playlist?list=PLOY-0V_l_9x7wYbip7R0n5QmITRd7Jd0g
* William's comment in which he invited me to Garbaugust: https://www.youtube.com/watch?v=B39YGTNf454&lc=UgzsixL7UA8lPmmBqvN4AaABAg
* Wikipedia article for this book: https://en.wikipedia.org/wiki/Dark_Is_the_Sun
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