YouTube now contains an enormous amount of material, some of which is highly exploitable in the classroom. One such category of videos are promotional videos. These have the advantage that they are professionally produced, and therefore the visual and sound quality is good, but you’re less likely to run into copyright problems. They’re on YouTube because the makers want people to publicise them – it’s known as viral marketing.
This lesson is based around two promotional videos – one on Australia, and the other on Newquay in Cornwall. It is aimed at mid intermediate level or above and aims to extend students knowledge of the language of tourism. It would be suitable for an ESP class of tourist operators, but could also be used with a general purpose class.You can find the videos at : Australia Holiday Guide and Newquay An Introduction
1. Warm Up - Activation of Language and Schemata
a. Divide students into pairs or groups. Allocate each pair or group a category of sports – water sports, athletics, mountain sports, equestrian sports etc – depending on their interests. Have pictures ready to give the students to push them on to less obvious sports if they dry up. Sports might include :
Water sports – swimming, diving, snorkelling, scuba diving, surfing, windsurfing, kitesurfing, water polo, synchronised swimming, sailing, powerboat racing, water skiing
Athletics –sprints, middle distance and long distance running hurdling, shot put, javelin, hammer throw, discus throw, high jump, long jump, triple jump, pole vault, steeplechase, relays, road running (including the marathon).
Equestrian – dressage, show jumping, eventing, carriage driving, endurance riding, steeplechasing, flat racing , harness racing, showing
NB. The real focus is on water sports. The others are included as a “distractor” so that this stage is not too much of a “giveaway” for stage c.
b. Ask Ss to tell each other if they’ve ever been to Australia. If so, when, how long for, did they like it, what did they see etc. If not, would they like to go, where exactly, what would they like to see. Group or pair discussion, followed by full-class content and language follow-up.
c. Tell students that they are responsible for creating a two-minute promotional video of Australia. What would they show on the video, and what image of Australia would they try and create? Group or pair discussion, followed by T-class content and language follow-up.
This lesson is based around two promotional videos – one on Australia, and the other on Newquay in Cornwall. It is aimed at mid intermediate level or above and aims to extend students knowledge of the language of tourism. It would be suitable for an ESP class of tourist operators, but could also be used with a general purpose class.You can find the videos at : Australia Holiday Guide and Newquay An Introduction
1. Warm Up - Activation of Language and Schemata
a. Divide students into pairs or groups. Allocate each pair or group a category of sports – water sports, athletics, mountain sports, equestrian sports etc – depending on their interests. Have pictures ready to give the students to push them on to less obvious sports if they dry up. Sports might include :
Water sports – swimming, diving, snorkelling, scuba diving, surfing, windsurfing, kitesurfing, water polo, synchronised swimming, sailing, powerboat racing, water skiing
Athletics –sprints, middle distance and long distance running hurdling, shot put, javelin, hammer throw, discus throw, high jump, long jump, triple jump, pole vault, steeplechase, relays, road running (including the marathon).
Equestrian – dressage, show jumping, eventing, carriage driving, endurance riding, steeplechasing, flat racing , harness racing, showing
NB. The real focus is on water sports. The others are included as a “distractor” so that this stage is not too much of a “giveaway” for stage c.
b. Ask Ss to tell each other if they’ve ever been to Australia. If so, when, how long for, did they like it, what did they see etc. If not, would they like to go, where exactly, what would they like to see. Group or pair discussion, followed by full-class content and language follow-up.
c. Tell students that they are responsible for creating a two-minute promotional video of Australia. What would they show on the video, and what image of Australia would they try and create? Group or pair discussion, followed by T-class content and language follow-up.
