This great idea comes
from:
This is a video lesson
based around the video “Mr. Bean packs his suitcase” thanks to British Council
for bringing it to my attention in their lesson plan on making
predictions but I’ve adapted it for use in different ways with different levels.
Kids and lower levels
The aim of this lesson plan
is to practice holiday vocabulary (clothes and items that go in a suitcase) and
some basic grammar structure.
Project a picture of a
suitcase on to the board (or draw one) and ask “What do you put in your
suitcase when you go on holiday?” Brainstorm things that you pack on the
board. Make sure students know:
- toothbrush
- toothpaste
- swimming shorts/trunks
- towel
- underpants
- can of baked beans
- cloth/flannel
- soap
- book
- suitcase
- trousers
- shorts
- shoes
- teddy bear
- scissors
If children are old enough
to write, put them in pairs and hand out post-it-notes and a pencil to each
pair. Tell them they are going to watch a video of a silly man packing his
suitcase, they have to write 5 things on the post-it that they think he will
put in his suitcase. Have them copy the following:
Mr. Bean will put
- _________
- _________
- _________
- _________
- _________
in his suitcase.
Then stick all the post-its
on the board and show the video. The team that guesses the most objects
correctly wins. Have them read out their original post-it using past simple
affirmative and negative forms: “Mr.Bean put a shirt in his suitcase. He didn’t
put a mobile phone in his suitcase.”
Higher levels – video
dictations
Ask students: What do you
have to do before you go on holiday?
Buy your ticket, pack your
suitcase, find your passport etc.
Pre-teach the following
vocabulary:
Objects:
- toothbrush
- toothpaste
- swimming shorts/trunks
- towel
- underpants
- can of baked beans
- cloth/flannel
- soap
- book
- suitcase
- trousers
- shorts
- shoes
- teddy bear
- scissors
Verbs:
- to fit (the chair
doesn’t in my bag)
- to take out (I took a
pen out of my bag)
- to pack a suitcase
- to swap (I swapped the
shirt for a t-shirt)
- pick up (I picked up
the pen)
- throw away (I threw
away the coke can)
- to choose (I chose the
red shirt)
- to do
eeny-meany-miney-mo
- to realise (I realised
I had forgotten my passport)
- to squeeze (I squeezed
the toothpaste)
- to snap in half (He
snapped the pencil in half)
Put students in pairs and
arrange them so that 1 is facing the screen and one has their back to the
screen. Tell them that the one facing the screen is going to watch 20 seconds
of the video then describe it to their partner, their partner will then repeat
back what they’ve heard to make sure they have understood. Students then change
positions and repeat until minute 3:14. Then let all students watch the end
together. Alternatively students could come up with predictions for how the
video will end.
I recommend pausing the
video quite frequently so that students can concentrate on describing 2 or
three actions accurately rather than trying to describe a big chunk of the
video.
Then replay the whole video
from the start so that everyone can watch it together, ask students if they
think their partner described the action well.
PORTAL DA
LÍNGUA INGLESA has no responsibility for the
persistence or accuracy of URLs for external or third-partly internet websites
referred to in this post, and does not guarantee that any context on such
websites are, or will remain, accurate or appropriate.
In some
instances, I have been unable to trace the owners of the pictures used here;
therefore, I would appreciate any information that would enable me to do so.
Thank you very much.
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