Dessert 1-3 / UNDESIRABLE SITUATIONS / 1 Class, Optional: Day 3 of 3
THEME & FOCUS SUMMARY
- Third of 3 videos, looking at people in undesirable situations
- Video of people getting an unusual makeover, momentarily stepping out of the heavy issues revolving around dealing with having cancer
- Students learn vocabulary, watch video, answer questions and follow up with a discussion
STEP SUMMARY
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A |
Setting The Scene |
Introduction / Pre-teach vocab |
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B |
Watch Video |
Students watch video & answer questions |
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C |
Discuss |
Discussion in groups |
RECOMMENDED LEVELS
intermediate + up
ACTIVITY TIME
20+ minutes
MATERIALS
- Handout for students:
HO3 vocabulary, comprehension questions & discussion themes
Quickpage
Class Plan
PART A: SETTING IT UP
| A | STEP 1 | SETTING IT UP INTRODUCE THE VIDEO CANCER CAREFREE | |
| a) | Tell the students that the video is about people who have terminal cancer. There will be a short interview with some and later they will get a makeover. The spoken language is French but there are English subtitles. | ||
| A | STEP 2 | SETTING IT UP PRETEACH VOCABULARY CANCER CAREFREE | |
| a) | Give the students the handout. | ||
| b) | Go over the vocabulary (eliciting &/or providing explanations and examples). | ||
| A | STEP 3 | SETTING IT UP CONSIDER THE QUESTION CANCER CAREFREE | |
| a) | Have the students look at the first question | ||
| b) | Elicit possible answers from the class:
Q1 – There will be a couple of people talking about how they feel about having cancer. What do you think they will say? |
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PART B: THE VIDEO
| B | STEP 1 | QUESTION 1 USING THE VIDEO CANCER CAREFREE |
| Q1 | Play | 0’00 – 0’06 | Play until the written words can be made out. (–“You know what I miss the most? Being carefree.”–) |
| Pause | 0’06 | Ask a student to read the first line aloud, or say it yourself. | |
| Pause | 0’06 | Students read question #1. (–How do the people feel about having cancer?)
Remind the students people will be speaking in French. If the English subtitles are a bit hard to make out, read them out or pause the video every so often to give the students time to read and understand them. |
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| Play | 0’06 – 0’50 | Students watch the video and read the relevant information. | |
| Pause | 0’50 | Elicit the answers. | |
| Replay | 0’10 – 0’51 | Repeat this part once or twice if necessary.
Note: If it’s difficult for the students, play one more time after they know the answer, so it can be reinforced. (Students are then in a better position to recognize the answer being spoken, or in this case, written.) One general suggestion: After one question has been answered, have the students read the following one. Then continue the video by starting at the Replay section and play until the end of the next Play section. (In this case is would be: 0’10-1’08) |
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| Answers:
Person 1 (0’10 – 0’19) Knowing that her cancer can’t be cured is very hard to accept. |
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B |
STEP 2 | QUESTION 2 USING THE VIDEO CANCER CAREFREE |
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| Q2 | Pause | 0’51 | Have the students look at question #2. (–How do you think they’ll be made up? What will be done?) Ask the class for their predictions of what will be done (ex: put on wig, make-up, etc.) | ||
| Play | 0’53 – 1’33 | Students watch the people being prepped for any clues that could help them answer the question. | |||
| Pause | 1’33 | Elicit what they think the final image might be. Remember that much of it is speculation, so accept any reasonable guess and encourage the students’ willingness to communicate without always knowing all the vocabulary. (ex: they will look more elegant or formal) | |||
| Replay | 1’14– 1’33 | Repeat this part if desired. | |||
| Possible answers: They will have their hair brushed, styled, maybe even dyed. They will have make-up put on and in general, made to look more attractive or perhaps elegant. Some will have wigs to wear. It looks like a lot of thought was put into it beforehand because of the photos and plans displayed on the wall. | |||||
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B |
STEP 3 | QUESTION 3 USING THE VIDEO CANCER CAREFREE |
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| Q3 | Pause | 1’33 | Students look at question #3. (–Watch to see if it was as you predicted and see how they react to this new image of themselves.)
Point out that the patients had to keep their eyes closed during the whole process. Then they were asked to open their eyes in front of a mirror (which had a camera on the other side). |
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| Play | 1’33 – 3’43 | Students watch for the patients’ expressions and see how they react to their new image of themselves. | |||
| Pause | 1’25 | In pairs, students compare their predictions and describe the patients’ reactions. | |||
| Pause | 1’25 | Ask the class to tell you what they came up with and what they thought about the video. | |||
| Possible answers: Almost anything is fine. You could write a few possible expressions on the board while they are working in pairs and refer to them when getting feedback from them. For example:
●I was really moved. ●It was touching. ●It brought tears to my eyes. ●the unveiling of the photographs. |
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PART C: DISCUSSION
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C |
1 STEP |
DISCUSSION STUDENTS DISCUSS THE 3 THEMES CANCER CAREFREE |
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a) |
Place the students into group 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. |
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