IMAGE AND VIDEO STORYTELLING FOR THE ENGLISH CLASS

  Level: 6th grade. Objectives: To create expectation and to encourage students to make predictions Activities : This exercise will be carried out through the use of story: The stolen smell First of all, I will show my students the story title, they will have to predict what is the story about.THE STOLEN SMELL Then I will show them some sentences to create expectations about the story: The smell from my baked goods makes his bread taste delicious. He should have to pay for such pleasure. I don’t have enough money to buy anything in your store. You mean you want me to pay ten coins as a smelling fee? The judge said “ It’s my duty to listen to what the baker has to say” he judge sent word to the neighbour that he should bring 5 coins with him. After discussing their expectations I will read a significant sentence from the text: The judge thougth for a while. Finally he declared: “A smell has been stolen. Since stealing is a crime, the neighbour must be punished. Then I will ask t

  Photo: @Maria17712202 on Twitter Level: 6th grade Primary School Objectives : To encourage students to be creative and use their imagination to tell a story. To improve oral expression . Activities: The task is supposed to be accomplished in three main activities. Activity 1. The teacher shows the picture to the students and encourage them to make questions using "I wonder..." "I wonder who is the girl". "I wonder what is she doing". "I wonder why is she like that". Activity 2 . Once their curiosity has come out, the teacher will give them four key words or expressions: d eep sea - dangerous fish - holiday - no air in the oxygen bottle. The students will have to explain if they consider these expressions are appropriate for the picture or, on the contrary, they don't fit in with the picture. Activity 3: Once they have decided which elements are relevant for the story, all the students will have to create a story based on the pictu

  This video can be suitable for the 5th grade of Primary . Subject: Natural Science . First, we tell our students that we have found an amazing video that we have never seen before (If we show excitement they will be more easily engaged with the activity). Then, we show them just a frame of the video in which they can see the sea/lake, the kayak and a flock of birds. The teacher can ask them some questions so that students can try to predict what the video is about, questions like: What kind of place can you see? Does it belong to your city? Why? Why not? What elements can you see? The most likely answers will be: It is the sea, I can see birds, it is not Burgos as I can see the sea and there´s no sea in Burgos, In the middle I see someone using a kayak… Just immediately, we will resume the video and let our students watch the moment in which the whale jumps out of the water and the teacher will ask students to explain what has happened and what they think will happen next (retell

  LEVEL: 1st or 2nd ESO. OBJECTIVES: · develop vocabulary through writing. · listen to and respect your partners’ opinions · use oral language with clarity to communicate a message. · use strategies to generate and develop ideas for speaking and writing ACTIVITIES: 1. Story seeding. 5Wh- and an H- questions. Oral practice. I would provide students with 4 story items ( cute, kitten, fridge and hungry ). I would ask students to predict a story using the items/seeding given. They can answer the the 5Wh questions. We will listen to the students’ stories and share ideas. 2. Predicting a story from an image. Oral practice . I would show the image of the video without playing the video. I would ask my students: what is going to happen next? what are the two cat doing? 3. Writing. (Three different options) After watching the video I would ask the students to tell a funny story about a pet o animal. Or I would ask them to express their feelings about pets. Anothe

 Photo source: @kelli_mcclintock on www.unsplash.com LEVE: 8/9 YEARS OBJECTIVES: - To learn and practice how to do questions - To improve pronunciation - To foster imagination - To share their feelings and emotions ACTIVITIES: 1. The students will ask different questions in order to guess what is inside. But the answer can be only YES/NO . For example: is it big? Can you eat it? Is it a toy?... 2. If they cannot guess what is inside, they will close their eyes and one by one can touch the object inside. They have to share with their partners their feelings and emotions. After than they can give their ideas. In my case, inside the box there is an elf puppet but, can be anything, or several things 3. Now they will create their own mystery box. We can divide the class into different groups so the activity will be shorter than allowing every student to do it in front of the class.

  LEVEL : 1ST Bachillerato OBJECTIVE : To share with your classmates and teacher a legend you like/have heard of/know by heart ACTIVITIES: 1) (Technique: Seeding) Brainstorm ideas from the images shown in the photos / videos, guess what the story is about, as a springboard for different types of activities (*) 2) Teacher tells the story (filling gap exercise, gaps can be blank spaces or phonetic transcription substitution or image substitution, sentence ordering, etc.) (**) 3) In small groups (up to 3) in class, they negotiate which activity * they are going to do and plan at least a first draft. 4) Students investigate in their ancestors’ background to tell a story / legend in the type of activity they choose (real or fake) (*) (75 - 100 words) 5) Peer assessment, self assessment and teacher assessment of stories. (Rubric) * Types of activities to choose from: i. Write an email to a friend telling your story (include images). ii. Write an email to the

  SOURCE:  viral-black-mass-photo- betty-sushman-living-in-the-moment- boston.com/news/obituaries/2018/05/31/ Topic : ICT use in our society. Objectives : Through this lesson plan students will think about how important is the Information and Communication Technology, becoming aware of the positive and negative impacts in our daily lives. To start, I will read to them this text: Last friday I was waiting for my favourite actor at the premiere of his new film. While I was looking around and a lot of people were absorbed with their electronic devices. I saw an eldery woman just allowing herself to enjoy the moment through her own senses, not through the lens of an smart phone. She was living completely in the moment, looking with her eyes, not through a screen. I thought she was ignored but she looked so happy... That made me forgot to look at my mobile and enjoy the moment. Then, I’ll show my students the picture and the activities could be the following: First of all, I would encourage

T his story is aimed to students of second year of Secondary Education and the technique used is Story Seeding, specifically c onstructing a story from an image and constructing a story from story items . We first show the students a screenshot from the Short film and we start a conversation about the setting of the video just to engage the students into a conversation. Once the students are introduced to the activity, we ask them to create a stor y using some story items as for example: “ a busy high school, shattered, bump into, hear t” The following step is comparing the students’ creations , emphasising the vocabulary that may be useful or new to the group. This step should encourage their creativity, but the teacher must be prepared to fill in the gaps in the stories , to help the students to complete them using questions and to guide the process in general terms. Once we have completed this process, we play part of the video, but we stop just before the ending. At this point

  I believe this activity would suit students of ESO or Bachillerato , as the language used could be easily adapted to any of those levels, mainly because the video has no conversation, it is just music. As its main objective, I believe it would be to develop storytelling skills, describing characters, settings, linking events... I would addresss the activity with the video as follows: 1st, I'd show the title of the video ("one man band") and I'd ask students to brainstorm what they thik it will be about. Then, I'd introduce the setting and characters that appear in it before watching the video (2 musicians and a girl), and I'd ask students to try to guess how they look like and what the relationship between them would be. After some ideas shared, I'd play the 1st video and I'd ask students to check if their ideas were right, and also to recall and report what has happened. In addition, I would invite them to brainstorm what they thik will happen n

LEVEL : Old teens and adults (B1) OBJECTIVES : - Motivate students and grab their attention. - Get students talking in English. ( Great ice-breaker activity) - I wonder...... - Wh-words and interrogative structures. - Revise basic vocabulary. ACTIVITIES: Students are shown three different video stills from three different scenes from the ad. The first still shown corresponds to the scene where the man and the girl (presumably dad and daughter) are greeting someone in the air. At this point the students are asked to write questions with I wonder... . ( examples: I wonder why they are greeting? I wonder who or what they are greeting? I wonder if they are related? ). The second still shows the flying shed over the rooftops. Students get to ask questions of the sort: I wonder where it is heading?, I wonder who/ what is flying it? I wonder why it's flying?. The third and last still shows the shed soaring up in the sunlit sky. At this point students are asked

  Students' level: B1/B2. Main Objectives: To use Narrative tenses, although grammar is not the main objective of this exercise. To review adjectives about feelings (-ing/-ed)/ and social media vocabulary. To improve students' listening and writing skills Activities: First, we will review the vocabulary students know about social media to depart from students' previous knowledge (e.g. the teacher writes some words that they know and we try to define them together too) Then, they have to say how social media makes them feel along a regular day using some adjectives provided by the teacher ( some adjectives are written on the blackboard just to review the differences in meaning depending on the ending of an adjective: bored/boring, stressful/stressed; excited/ing...) Ater that, students will talk about social media and pros and cons about using social media on a daily basis. I will write their ideas on the board. Finally, students will watch the video and will talk about

  This video is aimed at a B1 level. With this exercise I want students to practise the expression of a cause-effect relationship as well as improve their oral and written skills . With the help of the video, students will produce language in a creative way to sell their own product, in a similar way to that of the advertisment. First, I would play the video without sound and ask them to write down the different things that happen. To facilitate it, I would play it twice, and the second time I would pause the video after each different situation. After that, they would talk about what they have written, trying to complete the situations with the help of their classmate. Then, I would ask them to try and guess what type of video they think it is, and probably someone would say it is a commercial to sell some kind of TV service (I could then explain what cable TV is, and talk to them about the different options we have nowadays to watch TV). Then, I would play the commercial for t

CURIOUS TRADITIONS About this activity In this activity, students work with a video– a commercial (no need to say that to your students)– and speculate about the event that is being described. Recommended language level:B1 Ojective: To promote the use of communicative competence through oral and written skills. Main task: Working with a video text to carry out a listening and speaking activity to then continue with a follow up activity (writing and speaking.) Topics: body parts, adjectives, traditions Possible follow up activity focusing on traditions Timing : 2 or 3 sessions. The video : This story is based on an a commercial for skitters during superbowl 2015. The argument is simple and bizarre (like most of these ads). Two men are eating skittles. There is one yellow left. Both men want the yellow one as it is their favourite flavour. Consequently, they must "settle it the usual way". They live in a town where disagreements are settled by an arm wrestling ma

  Level: 6th grade. Objectives : To create expectation and to improve students' creativity and oral expression. Activities : This exercise will be carried out through the use of story seeds and Wh-questions. First of all , I will cut these three images,dividing it into two halfs. The part where you can see the people will be one part and their shadows the other part. I'll show them first, the half where you can see some people in very strange positions. The students will have to predict what these people are doing: I wonder who....(are they?) I wonder what....(are they doing?,are they thinking?,thinking about what,?dancing?) I wonder if...(they are feeling sad,happy,anxious,gloomy,depressed...) I wonder when...(sth is going to happen....). I wonder why... Once students have written a list of " all wonder sentences "I will compile the best ones, so I'll ask the groups questions such as: Can you explain this image? Where do you think they are and what do y

  LEVEL: Kindergarten (4-5 years old). TOPIC : We can recycle waste. OBJECTIVES: · Understand what waste is and how it affects our environment. · Emphasize the reduced use of plastic. · Learn ways to apply the three R´s. · Know how to sort the waste in the correct bins. ACTIVITIES: 1. Read a book : Why Should I Recycle? During the circle time we could read this book and talk about the most important aspects mentioned on it and emphasized some of them. I think it is a Good way to introduce this topic. 2. Recycling workshop : Create a toy. I would put the above picture, for students to predict what we are going to do now. I will ask them some questions for them to describe what they see first (colours, shapes, etc.), what they think this is object is for (it is a toy, a car made up from discarded materials) and where you can find the toy parts. Taking the picture as an starting point, and with some recycling materials, we could encourge our students to create and desi

  This video activity is aimed at fifth grade Primary Education . It is based on Story Seeding , as Jamie described it in the course. The main objective is fostering students’ free language production . Therefore, I have used some techniques designed to seed narratives in the students’ minds. These are: • Engagement – The pupils listen to the audio of the video (I tell them that it is a commercial) and make prediction to guess what it is about. Since this is the soundtrack of Star wars, which they immediately recognise, they name some characters they know of the saga: Luke Skywalker, Chewbacca, Darth Vader, Han Solo, Yoda, Leia, Rey, Finn, C-3PO, R2-D2, etcetera, and then we say some special features of each character. • Comprehension – I ask them the five Wh-questions: What is the Star wars film about? How many films are there in the saga? Who is your favourite charater? and what is your favourite film? When did you watch the last film? Why do you like this type of fil

    Level: kindergarten (5 years old) Objective: to talk about weather Activities : Story Seeding Vocabulary for seeding : sun, sunrise, clouds, sky, day, road Story: I will tell the following story to my students to introduce the topic of the weather It’s Monday morning and today I’m going to work. I wake up at 7 AM and I’m driving to school. At 8 AM the sun is rising. The Clouds cover the sun that is strongly coming forward. I witness the beauty of a new bright day. I smile to myself, I love sunrises. Colors, no matter how dark or light, can be mixed to form a masterpiece. I watch the orange, yellow, blue, black.... they all form a colorful bright sky. I take a deep breath. It will be a great day. Questions: What’s the weather like? Is it raining? Is the story taking place during the day or night? What colors do you see? What color is the sky? From where is the picture taken from? Do you like to watch the sun rise?

 VIDEO:  Road safety adverstisement The proposed group is 4 th. Degree of Secondary (15-16 years old). In second term we have a Unit related with Road Safety . In this course we need specially to know how to move themselves from one part to another of the city as pedestrian, cyclist and users of skates and other rollers machines as nowadays the popular electric skates. The aim for this Unit in Physical Education is to be conscious of the personal risk we have in our daily movility, inside towns and crowdy areas. To use this video, I would first play it without sound and without giving instructions . Secondly, we do a brain storming suggesting what would be the meaning of the video loudly in full group. Then everyone suggests a possible conversation between the people who appear in the story. I would then play the video. Finally, I split the class in small groups and suggest them to create a possible new dialogue using a different situation related with P.E. but with the same mean

STORY TITLE: SNACK ATTACK A title engages the listeners imagination on a first level. Engagement is all important and we, as teachers should not miss a chance to engage our students. STORY SEEDING: The activity will be more about communication than accuracy. The use of any tenses and grammar will be implicit. TASK 1 PREDICTION Students predict part of the story using the next story items: A grumpy granny, a vending machine, a train station, two packets of biscuits, a bench and a gamer. The teacher as story manager. At this point, the teacher induces prediction by asking previously prepared questions or using cues such as I wonder if.. . That way the teacher allows the story to develop, stimulates possibilities, ideas, events, a story line. The teacher will turn it into a student- centred speaking activity . The story and students won't be put into the corner it takes centre stage. TASK 2 THE MOMENT OF COMPARISON Teachers should not improvise they sho

  I would work with a similar exercise to the one proposed on “Splat!” by Jamie Keddie. I will be using this exercise with my students of the last year of Vocational Studies, Business and Administration , who really enjoy talking and making up stories so I think this one can be a lot of fun. Objective : work on prediction, retelling, motivate students in an engaging activity, boost students' oral and writing skills and improve their critical thinking. They will also be using the present perfect and the simple present as well. Activities : The first part of the activity is showing the picture, nearly at the end of the video of two relieved octopuses hanging on a clothesline, in the middle of the street, looking at each other. Despite this really strange situation, they look happy….but how on earth have they ended up like that? And, why do they look happy and confident? After trying to guess and having invented their own short story in couples, one from every pair will leave the c

  Level: this activity is created for Primary students Topic : with this activity I would introduce the topic of food. Main Objectives : Practise vocabulary about food. Foster collaboration and group work Promote a discussion, so that students improve their oral skills Procedure: 1 º I will give them a letter that says something like " Good morning. I am writing this letter because we need your help. We live in a very difficult place, it never rains. We don’t have many things to eat or drink. We don’t have animals or crops. We can only eat fruit every two or three months because there aren’t any trees, we can’t cultivate fruits or vegetables, like tomatoes, strawberries, pears, spinach, lettuces...We survive just because people send us some food, like sandwiches, rice, peanut butter, biscuits.... We can’t use fire to heat things and of course we can't use a pan or an oven to cook our meals. Can you help us? Thanks" 2º students will be organised in groups, and they wi

  Hi!I think this activity will probably work well with 3rd and 4th ESO students , but It may also work well with older students. It depends on different techniques like audio apporach to video, constructing a story from an image,... First, I would play the video up to 00:20 but just allowing the students to hear what’s going on. Then, I would ask them to guess what is happening in the video. Maybe someone will guess it’s the subway. I will ask students some questions to elicit their answers , such as: - Can you mention other means of transport? - Which ones have you travelled on/by? - What’s your favourite one? Why? - What do you consider the most dangerous? The safest? The cheapest? The most expensive? After this, play the video again. They will be able to check that it’s the subway. Then, ask them questions such as: - Have you ever travelled on a subway? - Where was it? When? - Did you like the experience? Why/why not? Then, with the frozen screen at 00:20, I would ask the stude

  LEVEL : I have done this activity with 1ºBach - students, but it is a video that can be adapted to any level depending on the objectives and the techniques used to carry out the activities (primary students can see themselves reflected on the boy, and the story is touching and moving) . STORY SEEDING TECHNIQUES I USED: To draw students in, I would use a PowerPoint presentation . I would start by providing them with three key things from the story and based on those words I would ask students to predict what the story is about. The title along with those three items could give them some ideas. As Jamie suggested, I would introduce any of the 5 Ws or/and an H of Journalism to elicit some ideas from the students. At this stage, they might be shouting out their ideas as curiosity could have already taken over. Finally, we would watch the commercial and we would see the text again, this time in a handout. The aim is to let the students’ minds wander to think and create what is going

  LEVEL : I have used it for 1º Bachillerato, but it is also perfectly suitable for adults. My objective was to introduce them some vocabulary related to crime and some past and perfect tenses. I showed them some words and expressions which appeared in the video and made them talk about what they thought the video was going to be about. After we had discussed about it, I showed them the images of some of the words they did not know. Then I showed them the video up to the minute when Diana, the witness, talks. At that moment I just allowed them to listen to the woman, but not to see her. Then we talked about this woman. What was she like? What did she do for a living? What was she wearing and so on. Then we watched the video. I can tell you, all my students have used the word"hoodie" in their exams. By the way, there is a song related to this video which I play sometimes at the end of the session just for fun. I send you the link. You can find the lyrics here: https://www.

 Photo: @girlwithredhat on www.unsplash.com CLICK ON THE IMAGE TO HAVE FULL ACCESS TO THE GALLERY OF PICTURES RELATED TO THE ACTIVITY BELOW GRADE : 4º ESO TOPIC : "climate change" OBJECTIVES: - Make the students aware of carbon footprint and pollution. - Revise vocabulary about recycling and healthy habits to reduce the production of plastic - Work the 2nd conditional - Write a post in a debate app - Write an opinion article - Practise vocabulary about carbon footprint ACTIVITIES: - Brainstorming of vocabulary about pollution and climate change - Mind maps TECHNIQUES: - Speaking using the 2nd conditional - Debate in Kialo app PROCEDURE: -I will write the first expression of a mind map in the blackboard: "Carbon footprint" . Then, they will complete it with the words they can think about about it. After that, I will show them the picture and they will sentences using the second conditional:"If we didn't....., we/they would...." - Write an opinion articl