Dessert 3-2 / TED TALKS / Day 1 of 1
GENERAL AIMS
- Video about one way to deal with spam, to have fun while doing so
- Students learn vocabulary, watch video, answer questions and follow up with a discussion
STEP SUMMARY
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A |
Setting it up |
Preliminary vocabulary and discussion |
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B |
The video |
Students watch video and answer questions |
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C |
Discussion |
Students speak in groups |
RECOMMENDED LEVELS
Upper Intermediate up
ACTIVITY TIME
30+ minutes
MATERIALS
- Board, screen or flip chart
- Handouts for class:
HO1 vocabulary, comprehension questions & discussion themes
Quickpage
PART A: SETTING IT UP
Class Plan
| A | STEP 1 | SETTING IT UP INVOLVING THE STUDENTS JAMES SPAM TOASTER | |
| a) | Ask the students if they get any spam when opening their email or any other kind of app which permits correspondence. | ||
| A | STEP 2 | SETTING IT UP INTRODUCE THE VIDEO JAMES SPAM TOASTER | |
| a) | Tell the students that they are going to watch a short video on Ted Talks about a man who got tired of receiving spam and rather than getting increasingly angry, he decided to have a bit of fun with the spam sender. | ||
| A | STEP 3 | SETTING IT UP PRETEACH VOCABULARY JAMES SPAM TOASTER | |
| a) | Give the students the handout. | ||
| b) | Go over the vocabulary in the top vocabulary box (eliciting &/or providing explanations and examples).
Although the video is short, there is a lot of useful vocabulary which can be used in other situations. |
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PART B: TITLE
| PART B | SOME COMMENTS |
| The video is 10’20 minutes long and if you wish to play the entire video that’s fine. If you wish to cut down on time, you can follow the suggested ‘Play’ sections which focus more directly on the questions and the related themes around them and repeat the ‘Replay’ part to confirm the answers. Allow some time for repetition and comments / questions throughout the video (and before the Discussion section). | |
| B | STEP 1 | QUESTION 1 USING THE VIDEO JAMES SPAM TOASTER | |||
| Q1 | Pause | 0’05 | Before viewing the video, have the students look at Question #1 and try to answer the questions, either in pairs first, or directly as a full class activity. Then show this portion of the video. | ||
| Q1a— What is unlikely about each of them? | |||||
| Q1b— Do you see any mistakes? | |||||
| Play | 0’05 – 0’46 | Students watch and listen to the video. | |||
| Pause | 0’58 | Ask the students if they’d like to watch one more time. | |||
| Replay | 0’17 – 0’40 | You can repeat this part if necessary, but only repeat it once. | |||
| Answers to Q1:
Q1a— Let the students comment freely on what is unlikely but encourage them to justify their opinions. Q1b— These are the structural mistakes found in the email: – “I got your contact from a South African in Ghana.” – “I need to move 1,000 Carats of polished Diamond. ” – “Note, this transaction is 100% risk free and dose not attracts any danger.” “does not attract any danger” |
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| B | STEP 1 | QUESTION 1 USING THE VIDEO JAMES SPAM TOASTER | |||
| Q1 | Pause | 0’05 | Before viewing the video, have the students look at Question #1 and try to answer the questions, either in pairs first, or directly as a full class activity. Then show this portion of the video. | ||
| Q1a— What is unlikely about each of them? | |||||
| Q1b— Do you see any mistakes? | |||||
| Play | 0’05 – 0’46 | Students watch and listen to the video. | |||
| Pause | 0’58 | Ask the students if they’d like to watch one more time. | |||
| Replay | 0’17 – 0’40 | You can repeat this part if necessary, but only repeat it once. | |||
| Answers to Q1:
Q1a— Let the students comment freely on what is unlikely but encourage them to justify their opinions. Q1b— These are the structural mistakes found in the email: – “I got your contact from a South African in Ghana.”
– “I need to move 1,000 Carats of polished Diamond. ”
– “Note, this transaction is 100% risk free and dose not attracts any danger.” “does not attract any danger”
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| B | STEP 1 | QUESTION 1 USING THE VIDEO JAMES SPAM TOASTER | |||
| Q1 | Pause | 0’05 | Before viewing the video, have the students look at Question #1 and try to answer the questions, either in pairs first, or directly as a full class activity. Then show this portion of the video. | ||
| Q1a— What is unlikely about each of them? | |||||
| Q1b— Do you see any mistakes? | |||||
| Play | 0’05 – 0’46 | Students watch and listen to the video. | |||
| Pause | 0’58 | Ask the students if they’d like to watch one more time. | |||
| Replay | 0’17 – 0’40 | You can repeat this part if necessary, but only repeat it once. | |||
| Answers to Q1:
Q1a— Let the students comment freely on what is unlikely but encourage them to justify their opinions. Q1b— These are the structural mistakes found in the email: – “I got your contact from a South African in Ghana.” – “I need to move 1,000 Carats of polished Diamond. ” – “Note, this transaction is 100% risk free and dose not attracts any danger.” “does not attract any danger” |
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| B | STEP 2 | QUESTION 2 USING THE VIDEO JAMES SPAM TOASTER | |||
| Q2 | Pause | 0’46 | Tell the students to read and prepare themselves to respond to Question #2. Q2— Why is it a good idea to make a spam email preposterous (if you are the one creating the scam)? |
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| Play | 0’46 – 1’02 | Students watch and listen to the video. | |||
| Pause | 1’02 | Ask the students if they’d like to watch one more time. | |||
| Replay | 0’46 – 1’02 or 1’14 | You can repeat this part if necessary. After you go over the answers, play it one more time and pause the video and 1’14, or even 1’23. | |||
| Answer to Q2:
Because you can filter out everybody except the most gullible and you will be appealing directly to them. |
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| B | STEP 2 | QUESTION 2 USING THE VIDEO JAMES SPAM TOASTER | |||
| Q2 | Pause | 0’46 | Tell the students to read and prepare themselves to respond to Question #2. Q2— Why is it a good idea to make a spam email preposterous (if you are the one creating the scam)? |
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| Play | 0’46 – 1’02 | Students watch and listen to the video. | |||
| Pause | 1’02 | Ask the students if they’d like to watch one more time. | |||
| Replay | 0’46 – 1’02 or 1’14 | You can repeat this part if necessary. After you go over the answers, play it one more time and pause the video and 1’14, or even 1’23. | |||
| Answer to Q2:
Because you can filter out everybody except the most gullible and you will be appealing directly to them. |
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| B | STEP 3 | QUESTION 3 USING THE VIDEO JAMES SPAM TOASTER | |||
| Q3 | Pause | 1’23 | Tell the students to read and prepare themselves to respond to Question #3. Q3— Kamanda Koroma asked James to contact him and leave a phone number. Which phone number did James give him? |
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| Play | 1’23 – 1’32 | Students watch and listen to the video. | |||
| Pause | 1’32 | Ask the students if they’d like to watch it again. | |||
| Replay | 1’23 – 1’32 | You can repeat this part if necessary. | |||
| Answer to Q3:
Goldman Sachs, the bank |
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| B | STEP 3 | QUESTION 3 USING THE VIDEO JAMES SPAM TOASTER | |||
| Q3 | Pause | 1’23 | Tell the students to read and prepare themselves to respond to Question #3. Q3— Kamanda Koroma asked James to contact him and leave a phone number. Which phone number did James give him? |
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| Play | 1’23 – 1’32 | Students watch and listen to the video. | |||
| Pause | 1’32 | Ask the students if they’d like to watch it again. | |||
| Replay | 1’23 – 1’32 | You can repeat this part if necessary. | |||
| Answer to Q3:
Goldman Sachs, the bank |
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| B | STEP 4 | QUESTION 4 USING THE VIDEO JAMES SPAM TOASTER | |||
| Q4 | Pause | 3’22 | Tell the students to read Question #4 and make their predictions before viewing this section. Q4— Kamanda Koroma then asked James to send a valid form of identification, such as his passport or driver’s. What do you think James sent? (Predict before viewing.) |
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| Play | 3’22 – 3’44 | Students watch and listen to the video. | |||
| Pause | 3’44 | It’s not necessary to repeat. | |||
| Answer to Q4:
His Blockbusters (movie rental) membership card |
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| B | STEP 4 | QUESTION 4 USING THE VIDEO JAMES SPAM TOASTER | |||
| Q4 | Pause | 3’22 | Tell the students to read Question #4 and make their predictions before viewing this section. Q4— Kamanda Koroma then asked James to send a valid form of identification, such as his passport or driver’s. What do you think James sent? (Predict before viewing.) |
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| Play | 3’22 – 3’44 | Students watch and listen to the video. | |||
| Pause | 3’44 | It’s not necessary to repeat. | |||
| Answer to Q4:
His Blockbusters (movie rental) membership card |
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| B | STEP 5 | QUESTION 5 USING THE VIDEO JAMES SPAM TOASTER | |||
| Q5 | Pause | 3’44 | Tell the students to read Question #5 and make their predictions. Q5— James was asked to open an account in a bank which was in fact, a false one. James diverted the focus by insisting he was expecting a gift when he opened that new bank account. What gift do you think James felt it should be? (Predict before viewing.) |
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| Play | 3’44 – 4’05 | Students watch and listen to the video. | |||
| Pause | 4’05 | Confirm answer and ask the students if they’d like to watch one more time. | |||
| Replay | 3’44 – 4’05 | You can repeat this part if necessary, but only repeat it once. | |||
| Answer to Q5:
A free toaster |
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| B | STEP 5 | QUESTION 5 USING THE VIDEO JAMES SPAM TOASTER | |||
| Q5 | Pause | 3’44 | Tell the students to read Question #5 and make their predictions. Q5— James was asked to open an account in a bank which was in fact, a false one. James diverted the focus by insisting he was expecting a gift when he opened that new bank account. What gift do you think James felt it should be? (Predict before viewing.) |
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| Play | 3’44 – 4’05 | Students watch and listen to the video. | |||
| Pause | 4’05 | Confirm answer and ask the students if they’d like to watch one more time. | |||
| Replay | 3’44 – 4’05 | You can repeat this part if necessary, but only repeat it once. | |||
| Answer to Q5:
A free toaster |
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| B | STEP 6 | QUESTION 6 USING THE VIDEO JAMES SPAM TOASTER | |||
| Q6 | Pause | 4’05 | Tell the students to read and prepare themselves to respond to Question #6. Q6— Watch the next 5 minutes of the video and remember some of the ways that James started to get on the spammer’s nerves. |
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| Play | 4’05 – 9’00 | Students watch and listen to the video. | |||
| Pause | 9’00 | Ask the students if they’d like to watch one more time. | |||
| Replay | 4’05 – 9’00 | You can repeat this part if necessary, but only repeat it once. | |||
| Answers to Q6:
His main technique of irritating the spammer is to interpret what he says literally or to focus on his errors in English and play with them. For example: ●(4’41) “When are you leaving Earth?” ●(5’25) “Where’s Mass? Is that where the toaster is?” ●(5’49) “Are we counting Pluto then?” ●(6’42) “Dear Costumer care” ●(7’41) “Then how do you explain this?” (his Photoshop ad for a free toaster) ●(8’25) “What are my options? I could do with a new kettle.” ●(8’41) “Just to be clear; are you saying that…” |
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| B | STEP 6 | QUESTION 6 USING THE VIDEO JAMES SPAM TOASTER | |||
| Q6 | Pause | 4’05 | Tell the students to read and prepare themselves to respond to Question #6. Q6— Watch the next 5 minutes of the video and remember some of the ways that James started to get on the spammer’s nerves. |
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| Play | 4’05 – 9’00 | Students watch and listen to the video. | |||
| Pause | 9’00 | Ask the students if they’d like to watch one more time. | |||
| Replay | 4’05 – 9’00 | You can repeat this part if necessary, but only repeat it once. | |||
| Answers to Q6:
His main technique of irritating the spammer is to interpret what he says literally or to focus on his errors in English and play with them. For example: ●(4’41) “When are you leaving Earth?” ●(5’25) “Where’s Mass? Is that where the toaster is?” ●(5’49) “Are we counting Pluto then?” ●(6’42) “Dear Costumer care” ●(7’41) “Then how do you explain this?” (his Photoshop ad for a free toaster) ●(8’25) “What are my options? I could do with a new kettle.” ●(8’41) “Just to be clear; are you saying that…” |
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| B | STEP 7 | QUESTION 7 USING THE VIDEO JAMES SPAM TOASTER | |||
| Q7 | Pause | 9’00 | Tell the students to read and prepare themselves to respond to Question #7. Q7— James encouraged the audience to do something at home but he gave some advice. What was it? |
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| Play | 9’00 – 9’32 | Students watch and listen to the video. | |||
| Pause | 9’32 | Ask the students if they’d like to watch it again. | |||
| Replay | 9’00 – 9’32 | You can repeat this part if necessary. | |||
| Answers to Q7:
Get a false email and have some fun with these spammers. The more you tie up their time, the fewer real victims they’ll be able to harass or take advantage of. |
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| B | STEP 7 | QUESTION 7 USING THE VIDEO JAMES SPAM TOASTER | |||
| Q7 | Pause | 9’00 | Tell the students to read and prepare themselves to respond to Question #7. Q7— James encouraged the audience to do something at home but he gave some advice. What was it? |
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| Play | 9’00 – 9’32 | Students watch and listen to the video. | |||
| Pause | 9’32 | Ask the students if they’d like to watch it again. | |||
| Replay | 9’00 – 9’32 | You can repeat this part if necessary. | |||
| Answers to Q7:
Get a false email and have some fun with these spammers. The more you tie up their time, the fewer real victims they’ll be able to harass or take advantage of. |
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DST 3-2 One way to get back at the spammers
PART C: DISCUSSION
JAMES SPAM TOASTER HO 1
Discussion
| C | STEP 1 | DISCUSSION DISCUSS JAMES SPAM TOASTER | |
| a) | Place the students into new groups of 3 or 4 and have them discuss the two questions. Encourage them to give reasons for their points of view, to respond to the other people’s comments, and to explore the themes. | ||
| C | STEP 2 | DISCUSSION OPTIONAL (DIFFERENT) FOLLOW-UPS JAMES SPAM TOASTER | |
| a) | ∙Monitor the various groups, taking note of grammatical, lexical and pronunciation difficulties. Write them on the board and go over them with the students after the discussion.
∙After a set time limit of 10 minutes (for example) or after the speaking has reached its peak, elicit different comments and perspectives from the class. ∙Monitor the groups and if you find that there are a number who have a certain viewpoint and a number who have a different one, organize them into two teams for a debate. |
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