THE LION KING TAKES THE NYC SUBWAY (AIDA EMILIA MÁRQUEZ)

 


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 students what they think it will happen next. After some brainstorming, I would play the video up to 02:30 and check with students their guesses. I would explain that it’s the Broadway cast from the musical The Lion King singing “The Circle Of Life.”

By means of these questions, you can work with vocabulary (means of transport) and grammar such as tenses (present simple, present perfect, past simple) and the expression of comparison. In this part, expresing guesses will help in reviewing the future for predictions. In this part, vocabulary related to feelings will be reviewed as well as the second conditional.

Then, I would go back to 00:20 and ask students to focus on people on the subway that are not from the cast and see their reaction, so I would play the whole video and then ask them to describe people’s reactions/feelings as well their own feelings at the video.

Finally, I would ask them how they think they would react if this happened to them. Start with “If this happened to me, …”

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