Teacher Commentary

Learning English with Saturday Night Live

FD English 4, FS 2015, PH Bern

Content
Introduction............................................................................................................... 3

Vocabulary ................................................................................................................ 4
Ideas on how to teach the vocabulary: .................................................................... 4

Lost elevator ............................................................................................................. 5

Lesson aims ............................................................................................................ 5
Connection with course book .................................................................................. 5
Material ................................................................................................................... 5
Tasks....................................................................................................................... 6
Solutions ................................................................................................................. 8
Assessment ............................................................................................................. 9

Mother translator .................................................................................................... 12

Lesson aims .......................................................................................................... 12
Connection with course book ................................................................................ 12
Material ................................................................................................................. 12
Tasks..................................................................................................................... 13
Solutions ............................................................................................................... 15
Assessment ........................................................................................................... 17

Surprise Party ......................................................................................................... 19

Lesson aims .......................................................................................................... 19
Connection with course book ................................................................................ 19
Material ................................................................................................................. 19
Tasks..................................................................................................................... 20
Solutions ............................................................................................................... 22
Assessment ........................................................................................................... 23

Class disruption ..................................................................................................... 26

Lesson aims .......................................................................................................... 26
Connection with course book ................................................................................ 26
Material ................................................................................................................. 26
Tasks..................................................................................................................... 27
Solutions ............................................................................................................... 29
Assessment ........................................................................................................... 32

No Place Like Home ............................................................................................... 33

Lesson aims .......................................................................................................... 33
Connection with course book ................................................................................ 33
Material ................................................................................................................. 33
Tasks..................................................................................................................... 34
Solutions ............................................................................................................... 35
Assessment ........................................................................................................... 36

Introduction
On the following pages, you will find the teacher comment for each lesson.
It always consists of the lesson aims, the connection to the course book1, a list of
material needed for the lessons, detailed explications for each lesson, solutions for
certain activities and a comment about summative and formative assessment
possibilities.
The following objectives are general. The lesson aims on the following pages relate to
more specific Passepartout Lernziele.
Betrifft Kompetenzstand ab dem 10. Schuljahr (8. Klasse)
Kompetenzbereich I
Hren
Kurze mndliche Informationen ber bekannte Themen verstehen, wenn einfach und deutlich
gesprochen wird.
Kurze Filme mit Alltagsgeschichten im Grossen und Ganzen verstehen, wenn sie zuvor eingefhrt
worden sind.
Sprechen
Der Klasse die wichtigsten Punkte zu einem erarbeiteten Thema prsentieren
Einer Gruppe von MitschlerInnen ein Arbeitsergebnis mndlich prsentieren, kurze Rckmeldungen
zu einem Ergebnis geben
Kompetenzbereich II
Erfahren, dass man nicht alles auf einmal versteht und das Verstehen immer wieder ausgehandelt
werden muss.
Kompetenzbereich III
Hren: auf Bekanntes hren, auf aussersprachliche Aspekte wie Gerusche achten, das Verhalten der
Sprecherin/ des Sprechers beobachten.

Please consider that humour is a rather difficult topic, especially for ESL students

and therefore, the material is more suitable for a stronger 8 th or 9th grade. Yet, we
mentioned Units from 7th grade, just so that you know how you could relate the topic
of each video to the topics that are appearing in the course book.
3

Vocabulary
There are three categories of vocabulary:

Film / Fernsehen / Medien

Kommunikation
Gedanken und Meinungen ausdrcken / sich organisieren

The last of these three categories provides some useful chunks of language for the
students to use in the classroom in order to get organized and communicate in
groups and with partners.
The vocabulary in bold are words and expressions we think are essential in order to
complete our tasks.

Ideas on how to teach the vocabulary:

Teachers can either teach the vocabulary before starting the work on the videos or let
the students use the vocabulary overview as reference while doing the tasks.
Here are some ideas for creative vocabulary learning:
Student Teachers
1. The students split into groups of three or four and get 10 words from the
vocabulary list. They try to find their own definitions for the words. These
definitions should include a picture and an easy sentence that uses the word.
The funnier the sentence, the better the students can remember the word.
2. The groups hand in their definitions to the teacher who will copy them for the
whole class / create a booklet with all the definitions and pictures.
3. The groups are split up and rebuilt: Every new group consists of one member
of each group from before. The students present their definitions to the new
group members and teach the words.

A word a day will keep the bad grades away?

The students will work individually on the new vocabulary. Each student has a
research booklet with space provided for the new vocabulary. Every day they
choose one word from the vocabulary list and research it online with their
smartphone. They write good definitions and explanations into their research
booklet and find synonyms.
-

Every day means also on the weekend.

The teacher checks the research booklets once a week
o Is there a word for every day?
o Are the definitions and synonyms correct?
o Orthographical mistakes?
4

Lost elevator
Lesson aims
Passepartout
Neuen Inhalten und neuem Weltwissen in der Fremdsprache begegnen (Filme
ansehen und +/- verstehen)
Erzhlungen erschliessen und interpretieren (Einfaches Rollenspiel)
Die Fremdsprache in der Gruppe anwenden (Auftrge verstehen, Dialoge lesen
und umsetzen, zu einem Thema sprechen mit einfachen Worten)
General aims
-

The students can describe to their partner what happens in the video Lost
elevator that they watch without sound.

The students understand the main content of the video.

The students can explain why the video was funny.

The students can invent and play an own short sketch.

Connection with course book

Inspiration 1
Unit 1 Famous people
Unit 7 The free time of stars
Inspiration 2
Unit 4: TV soaps
New World 3
Unit 2: Communication

Material
-

One computer with internet access and head set per student

The student sheets

Tasks
You can hand out the student sheets and the class can work without your guidance.
If you prefer more guidance, see the following explanations:

Pre-watching
1. Tell your students that they are going to watch a video in which the people talk about
the series Lost. Who knows it? The ones who know it explain to their classmates in
three sentences what is the most important they have to know about Lost.
What is Lost?: A TV drama series in which people have a plane accident and crash
on a tropical island. Some of them survive and try to survive on the island as well. One
of the main characters is the doctor Jack (who appears in the video).
2. Show the students the picture on the student sheet and let them make guesses
about the following questions:
-

Who could these people be?

Where are they?

While-watching
Hand out the while-watching sheets to the students.
First watching:
The students work in pairs and watch the video without sound. One students watches
half of the video, the other the other half.
-

They describe to each other what they could see.

They formulate guesses on what the people may say to each other.

Pairs: form pairs with similar language levels

-

Stronger pairs can describe directly while watching

Weaker pairs have preparation time before the exchange and get the
vocabulary list as a help

Second watching:
The whole class watches the video again without sound. Stop the video from time to
time so that the students can present their guesses.
-

Ask them for reasons for their guesses. They should try to refer to the peoples
gestures and facial expression.

Clarify where the scene takes place if they dont know the word elevator yet.

Third watching:
6

Show the video with sound.

Task: The student should check their guesses.
Fourth watching:
Hand out the question sheet. The students should read the questions and listen for the
answers during the fourth watching.

Post-watching
-

Correct the questions (answers on the following page). Maybe you show the
video again and stop after the scenes that give the answers so that the students
understand better.

Give the students the possibility to ask comprehension questions

Hand out the sheet Saturday Night Live

Give the students time to answer the first two questions and discuss the
answers in class (see possible answers on the next page)

Now the students invent their own sketch that takes place in an elevator. Use
the sheet Comedy either to extend the topic or just as source of inspiration

The students present their sketches.

Solutions
Question sheet
1. His theory is that the people have no idea what is going on on the island.
2. She has to leave because she hasnt seen all the seasons yet and doesnt want to
know what will happen.
3. She tells the actor that he is something special. She says also: I dont know if you
are single because she would like to start a relationship with him.
4. Caren comes back because she wants to start a relationship with the actor as well.
5. They are happy because he gives them finally some answers.

Saturday Night Live

1. Comedy show
2.
Characteristics of real life are exaggerated
Characters are exaggerated
Exaggerated facial expressions
Expected actions
Unexpected actions
Familiar situations
Unfamiliar situations

Assessment
Formative assessment
Self-evaluation of the while tasks
You could let the students self-evaluate the working process of the while tasks.
Evaluation of Lernverhalten through criteria like the following:
Is exactly the

Is the case

case

Is some-

Is not the

times the

case

case
I work in a concentrated manner.
I can help my classmates.
I can listen to the others.

Evaluation of achievement of the lesson aims through criteria like the following:
Is exactly the
case

Is the case

Is some-

Is not the

times the

case

case
I can describe to my partner
what happens in the video.
I can formulate guesses on what
the people might say.
I can answer the comprehension
questions.

Teacher observation of process Sketch task

You could observe the student in the process of sketch invention and rehearsal.
Possible observation criteria:
Is exactly the

Is the case

case

Is some-

Is not the

times the

case

case
Can explain his ideas for the
sketch to his group members in
English.
Can make suggestions of
improvement of the sketch in
English.
Improves his performance
through rehearsal.

Summative assessment
Assessment of a sketch
You could announce to the students that they have to invent another sketch that will
be assessed. The assessment criteria have to be announced before the start of the
group work. Possible criteria could be the following:
1 point

2 points

3 points

Content: The content of the sketch is understandable to

the audience.
Content: The contributions of the different actors are
related to each other.
Content: The sketch has funny elements.
Language: Range (grosse oder kleine Vielfalt an
Wrtern)
Language: Accuracy (Korrektheit)
Language: Fluency (Flssigkeit)
Total (mark 4 from 12 points)

10

Assessment of listening comprehension

Another assessment could be to show a similar video to the students and set tasks to
assess their listening comprehension. For this form of assessment it is important to
pay attention to test validity, which means that the students should have to read and
write as little as possible to solve the test. Good questions are multiple choice
questions or information transformation questions (fill in charts, tables etc) and picture
match or reordering.

11

Mother translator
Lesson aims
Passepartout
Neue Inhalte und neues Weltwissen in der Fremdsprache erwerben (Einfache
Texte schreiben)
Erzhlungen und Berichte erschliessen und interpretieren (Ausschnitte im
Grossen und Ganzen verstehen)
Die Fremdsprache in der Gruppe anwenden (Die Erluterungen eines Gerts
von SuS verstehen, praktische Anweisungen geben)
General aims
-

The students can describe to their partner what happens in the video Mom
translator that they watch without sound.

The students can explain to their partner what they understood from the video
Mom translator that they listened to with picture.

The students understand the main content of the video.

The students can write a description of their invented machine.

The students can advertise their invention orally.

Connection with course book

Inspiration 2
Unit 3: historical inventions
New World 3
Unit 4 (?) Explorers Past and Present
Unit 2: Communication

Material
-

One computer with internet access and head set per student

The student sheets

12

Tasks
You can hand out the student sheets and the class can work without your guidance.
If you prefer more guidance, see the following explanations:

Pre-watching
1. Ask the following question to the class: Do you know the feeling that you are in a
certain situation and you wish there was a machine that could help you, but this
machine doesnt exist yet?
The students can tell their partner about one of these situations and describe the
machine they wish for.
2. Hand out the sheet on machine vocabulary. First the students try to fill in what they
know, then they can look at the suggested words at the bottom. Correct in class. (See
next heading solutions)
3. Tell your students that they are going to watch a video about a Mom translator.
They should work with a partner and make guesses about the following questions:
How could a Mom translator look like?
What could the functions of a Mom translator be?
Every pair presents one of their guesses.

While-watching
Hand out the while-watching sheets to the students.
First watching:
The students work in pairs. One student watches the video without sound, the other
listens to it without picture.
-

They exchange their information to understand as much as possible of the video.

They answer two questions for which they need the information of both partners

Second watching:
-

Show the video to the class so that they can check if the information of their
partner was correct.

Correct the answers of the two questions (See next heading solutions)

Third watching:
Hand out the question sheet. The students should read the questions and listen for the
answers during the fourth watching.

13

Post-watching
-

Correct the questions (answers under heading solutions). Maybe you show the
video again and stop after the scenes that give the answers so that the students
understand better.

Give the students the possibility to ask comprehension questions.

The students invent a machine that doesnt exist yet and that will be helpful in
their daily life. The students can choose between two follow-on tasks and can
choose if they want to work in pairs or groups:

They write a detailed description of their invention

They prepare an advertisement of the invention and present it to the class.

The students hang their posters on the wall or present their advertisements.

14

Solutions
Machine vocabulary
Screen

Button

Light

Wire

Screw

Switch

Engine

cogwheel

15

Questions first watching

How does the Mom translator look like?
It looks like a digital language translator with a small screen and a small keyboard with
letters on the buttons.
What can you use the Mom translator for?
It translates the names mothers use for celebrities into the names the celebrities really
have.

Question sheet
1. They cannot remember celebrities names.
2.
Enter the name as pronounced by your mother
Enter the vague information your mother knows about the person
Then you have the translation
3. If the child says a celebritys name that the mother doesnt know, the translator gives
the name the mother uses for this celebrity.
4. It has audio playback so that the mothers can hear the right pronunciation.

Task sheet B
Solutions for step 2:

1. The difficult situation is shown

2. The spokesman interrupts, explains the problem and presents the product as a
solution
3. The single steps of the machine are explained by the spokesman and directly visible
in the advertisement.
4. At the end the spokesman says where the product can be bought.

16

Assessment
Formative assessment
Self-evaluation of process
The students could self-evaluate the process of producing the poster with the written
description of their invention. Possible evaluation criteria are the following:
was exactly

was the

was some-

was not

the case

case

times the

the case

case
I could explain my ideas of a
new machine to my partners in
English.
I used the descriptions from the
cartoons as example for our own
descriptions.
I read through our description to
make sure we didnt leave out a
step.

Self-evaluation of process
Also the process of the creation of an advertisement could be self-evaluated by the
students. Possible evaluation criteria are the following:
was exactly

was the

was some-

was not

the case

case

times the

the case

case
I looked for chunks from the
video that we could use in our
own advertisement.
I looked for ideas how we could
make our advertisement
appealing/ interesting.
I rehearsed my part of the
advertisement.

17

Summative assessment
Both products could be evaluated by the teacher.
Possible criteria for the evaluation of the poster are the following:
1 point

2 points

3 points

Content: The description is understandable.

Content: Every step is explained.
Content: The steps and parts of the machines are
labelled with letters.
design
Language: Vocabulary (Wortschatz)
Language: Grammar (Grammatik)
Language: Spelling (Rechtschreibung)
Text (Verbindung von Stzen, Gedanken, Paragraphen)
Total (mark 4 from 16 points)

Possible criteria for the evaluation of the advertisement are the following:
1 point

2 points

3 points

Content: The advertisement is understandable.

Content: It is clear why the client needs the machine.
Content: The functions of the machine are clear.
Language: Range (grosse oder kleine Vielfalt an
Wrtern)
Language: Accuracy (Korrektheit)
Language: Fluency (Flssigkeit)
Total (mark 4 from 12 points)

18

Surprise Party
Lesson aims
Passepartout
-

Neue Inhalte und neues Weltwissen in der Fremdsprache erwerben (Einfache

Texte schreiben, in Alltagssituationen kurze Notizen machen)

Die Fremdsprache ausserhalb des Fremdsprachenunterrichts erfahren (Eine

Einladung schreiben)

General aims
-

The students are able to understand the main content of the video.

The students are able to say how a person is feeling.

The students can talk freely about personal experiences.

The students are able to write a simple invitation

Connection with course book

Inspiration 1
Unit 8: Party Time
New World 3
Unit 2: Communication without words (Feelings)

Material
-

One computer, a beamer / video player

The video Surprise Party from SNL (can be found on the website
learnenglishwithsnl.weebly.com)

The worksheets for the students

19

Tasks
Opener
The students get a sheet with facial expressions and are asked to either write the
number to the correct adjective (easier version) or describe the expression with an
appropriate adjective (more difficult version). Then, they have the possibility to draw
their own Smiley with a special feeling. The first task is corrected in class.

Pre-watching
In order to prepare the students to the topic, they lead a discussion about surprises
and parties. The discussion can be held in pairs or small groups, the decision is up to
you.
The questions are not supposed to be answered with yes / no, there should be an
ongoing discussion. There are some imaginary situations included just for the case
that if not everyone has experienced a surprise party, they still are able to talk about
this situation.
-

Do you like surprises? Explain why / why not?

What was the best surprise that was given to you so far? How did you react?

Do you like surprise parties? Explain why / why not? Did you already experience
a

surprise

party?

If yes: tell more about that party

o How was it?
o Was this party for you or for somebody that you know?
o For you: Did you expect something?
o For somebody else: Was it difficult for you not to say something?
o Etc.
If no: imagine that you plan such a party
o What is important if you want to organise a surprise party?
o How would you bring the surprised person to this party?
o Etc.
The answers dont need to be collected in class, but if you are interested in the answers,
you could ask some of the students to answer one of the questions.

20

While-watching
This activity is a freeze frame activity which means that you stop the video from time
to time and ask the students to guess what the person could say next.
The students discuss the answers in pairs and write down their possible answer on the
work sheet. Before you restart the video in order to see the answer, ask some of the
groups to present their solution.
Possible stops:
0:12 We are going to throw her a surprise party
0:27 Sue, whats wrong?
1:33 Well thats the idea: I thought
1:45 Sue, what are you writing?
2:48 Sue, Sue
3:22 Then you say..
4:09 Hi Sue..
Depending on the class, you should give the students the sentence ending so that they
know where to continue

21

Post-watching
Talk again about the content of the video. Are there any comprehension questions?
snltranscripts.jt.org/07/07isurprise.phtml
if necessary : hand out the transcript and go through the content, sentence for sentence
Follow-up:
You have the choice between preparing a role play where the students choose a
different outcome (there are scenes given, the students choose one, prepare a
dialogue and present it to the class) or writing a party invitation that they (would) send
via Facebook.
Of course, you can also do both activities.

Solutions
Facial Expressions
Adjective

Number Adjective

Number

tired

happy

evil

surprised

confused

normal

angry

sceptical

sad

For the other task, there is

no correct / incorrect.

22

Assessment
Formative assessment
Die Lehrperson kann mindestens einen Teilbereich beobachten und beurteilen, die
Ergebnisse werden verglichen und ausgetauscht.
_____________________________________________
Fragebogen Schler
Ich beurteile meine Leistung in den folgenden Bereichen als
sehr gut

gut

gengend

ungengend

Facial
Expressions
Discussion
about Parties
Guessing
sentences
Understanding
the content of
an English video
Roleplay
writing an
invitation

In diesem Bereich fhle ich mich sicher:

___________________________________________________________________
Da bin ich noch nicht so sicher:
___________________________________________________________________
Fr das nchste Mal nehme ich mir vor
___________________________________________________________________
___________________________________________________________________

23

Summative assessment
Listening comprehension
Give the students enough time to read through the tasks and sentences beforehand.
If necessary, answer to vocabulary questions
The students listen and watch the video 3 times in total.
1. Bring the sentences into the right order ( __ / 5)
Sentence

Number

I cant wait to see her face tomorrow

Does anyone want to help?

Im sorry but I didnt know this was happening

Sue likes surprise parties

Its scribbles, its nothing

She is my peach.

Tomorrow is her birthday, so Im going to throw her a surprise party

I dont know what she is going to do when she sees the balloons

Okay Annie, were home and then you say.. Surprise!

10

0.5P / richtige Antwort

Folgefehler : total nur -0.5 P abziehen
2. True or false? (__ / 5)

The grandmother has her birthday tomorrow

x
x

Sue is excited because she loves surprise parties

The grandfather thinks about getting balloons

Sue writes down everything that the grandfather says

Sue wants to eat something because she is hungry

The grandfather could be the clown because he can juggle

The guests should say happy birthday when Annie comes in

The grandfather tells Annie about the surprise party

x
x

Annie wants to have a Sloach bag

The grandfather calls Annie his icecream

0.5 P / richtige Antwort

24

Writing
Content

sehr gut

gut

gengend

ungengend

3P

2P

1P

0P

sehr gut

gut

gengend

ungengend

3P

2P

1P

0P

sehr gut

gut

gengend

ungengend

3P

2P

1P

0P

sehr gut

gut

gengend

ungengend

3P

2P

1P

0P

Ort, Zeit, Datum und

Geheimnis wurden erwhnt
Inhalt = Einladung
Verstndlichkeit
Language

Variety of Vocabulary

Spelling

Grammar

Total :16 Punkte, 9.5 Punkte = gengend

Speaking
Content

Auftrag des Rollenspiels

wurde beachtet
Verstndlichkeit
Bringt sich in das
Gesprch ein
Language

Variety of Vocabulary

Accuracy

Fluency

Total : 18 Punkte, 11 Punkte = gengend

25

Class disruption
Lesson aims
Passepartout
-

Neue Inhalte und neues Weltwissen in der Fremdsprache erwerben (eigene

Erfahrungen beschreiben, Hrspiel verstehen, kurze einfache Texte schreiben)

Erzhlungen und Berichte erschliessen (kurze Geschichte schreiben mit

Vorlage und Schreibhilfe)

General aims
The students can name at least 4 different types of school mates
The students can describe one of the school type with their own words
The students can understand the main gist of a spoken text, even if they dont
understand every single word
The students are able to describe their dream island in written form

Connection with course book

Inspiration 1
Unit 3: School
New World 3
Unit 2: Communication

Material
-

One computer, a beamer / video player

The video Class Disruption from SNL (can be found on the website
learnenglishwithsnl.weebly.com)

The worksheets for the students (downloadable file)

26

Tasks
Opener
Ask the students to list (in one minute) some typical types of students, collect the
answers on the blackboard and spread the worksheet opener.
The students try to characterize the person on the picture; they can use whatever they
want (adjectives, verbs, associations, maybe even typical names that they relate with
such a personality, etc.)
There is no right or wrong in this task, but collect some answers for each picture in
order to esteem the students work.

Pre-watching
In order to accustom the students to the topic from the video, they are asked to write
down possible tricks they could play on teachers or they already played on teachers.
They are asked to discuss the tricks together with the partner and tell them whether
they already experienced punishment or another surprising reaction from the teacher.

While-watching
Important! As the end is not suitable for Sek1, I highly recommend interrupting
the video at 4:32 .

The students listen to the speaking only and should answer three questions while
listening:
Place?
Number of people talking?
What is it about?
Before watching the video, handout the transcript and let the students read out aloud
the text (+ self-check)
http://snltranscripts.jt.org/08/08mgilly.phtml

Post-watching
The students write a text about their individual dream island. This activity can be used
as an assessment.

27

Go further
The students create a poster with important information and present each other their
dream island. One could make some sort of competition out of it by trying to convince
a small group to go and visit this place.

28

Solutions
characteristics
chick
girly
up-to-date
en vogue
superficial

nerd
computer
geek
lonely

ghetto person
slang
aggressive

mummys darling
spoiled
rich kid

hipster
(not) mainstream
apple kid

29

ecological
organic

clown
freak
not good at school

lonesome
panicky
sports hater
nerd

loves himself
fitness freak

chocolate
not so popular

surfer boy
chill
very popular

30

How many people are there?

There are five people. The teacher Mr. Dillon, Gilly, Cindy, Sam and Liam
Where are they?
They are in school
What is happening?
Somebody is disrupting class by doing a lot of stuff

31

Assessment
Formative Assessment
The students evaluate their description of the island
Yes

partly

no

I described my island so that somebody else can imagine how it

looks
I wrote about the required amount of words.

I included a description of food and activities

When I wasnt sure, I checked the word in the dictionary
I reread the text and looked for errors (which I corrected when I
found some)

Summative Assessment
My perfect island
Content

task
accomplishment in
general (+ words)
description of the
island
activities, food
Language
variety of
vocabulary
spelling
grammar

18 points, 11 points = pass

32

No Place Like Home

Lesson aims
Passepartout
Neuen Inhalten und neuem Weltwissen in der Fremdsprache begegnen (Filme
ansehen und +/- verstehen)
Die Fremdsprache in der Gruppe anwenden (Auftrge verstehen, Dialoge lesen
und umsetzen, zu einem Thema sprechen mit einfachen Worten)
General aims
The students can name at least 4 things about their parents home they like or
dislike.
The students can explain to another person why they should visit their
hometown.
The students can understand the main gist of a spoken text, even if they dont
understand every single word
The students are able to discuss their favourite places to go on holiday.
The students can write a short advertisement.

Connection with course book

Inspiration 1
Unit 4: Sightseeing
Unit 5: People and Places
New World 3
Unit 1: Welcome to Scotland
-

Students can discuss about holidays in Scotland and write the advertisement
about a Scottish city or place.

Material
-

One computer, a beamer / video player

The video Tourism Ad from SNL (can be found on the website

learnenglishwithsnl.weebly.com)

The worksheets for the students (downloadable file)

33

Tasks
Opener
I go on holiday and take-game. The students either stand or sit in a circle and think
of things to pack for the holidays. Each student has to repeat every single item said
before him or her as well as add a new item.

Pre-watching
In order to accustom the students to the topic from the video, they are asked to discuss
the six pictures on the work sheet. Where would they like to go on holiday?
The next step is to prepare the students to understand the video therefore we
included a short vocabulary part. The teacher can either use it as suggested on the
worksheet or let the students play Memory or Domino with the words.
As last part of the pre-watching, the students discuss different advertisements they
know from TV. Let the students discuss in pairs or in small groups and make sure that
everyone has an answer to the questions. Every student has their own solution.

While-watching
The students watch the clip and listen for specific information. Let the students have a
look at the questions on the worksheet before you play the video to make sure they
know what information to listen for.
Let the students compare their answers after the first time watching and let them ask
questions. Then play the video a second time and check the solutions in class.
Quick learners can already answer the questions for third time watching, for the rest of
the class, play the video one last time.

Post-watching
The students write a tourism advertisement for their hometown. The first two activities
prepare them to complete this task.

Go further
The students create a video clip in which they advertise their hometown. They could
do this in groups with students from the same place and have a contest for the best
tourism ad.
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Solutions
Pre-watching
1. Individual answers
2.
All-access gym
24-hour business centre
unwind
The season
accommodation
Continental breakfast

Die Jahreszeit
Unterkunft
24-Stunden Geschftsbereich
ausgebleicht
Jmd. verwhnen
Ausruhen / abschalten

Pamper sb.

Komplett ausgestatteter
Fitnessraum

Bleach-stained

Frhstck (wie in Europa)

3. Individual answers
While-watching
1. 24-hour business centre, continental breakfast, attentive staff, all-access gym

2. Unwind in front of the deepest TV ever, pamper yourself, clean out this box of
stuff, pick up these sticks, check out the new K mart, check out the old K mart,
drive around listening to the only CD your mom owns
- more answers are possible
3.
a. Visit your old teachers think about why you would do that and leave
b. Someone from your highschool
c. The swing, the train-tracks, Matts hot tub
d. Lots of leftover food
e. Leave them at the airport
Post-watching
Individual answers depending on where the students come from.

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Assessment
Formative Assessment
The students evaluate their advertisement for their hometown.
Yes

partly

no

I described all the places in my hometown in a positive way

I wrote about the required amount of words.

I included a description of activities one can do in your hometown.

When I wasnt sure, I checked the word in the dictionary
I reread the text and looked for errors (which I corrected when I
found some)

Summative Assessment
Holidays in my hometown
Content

task
accomplishment in
general (+ words)
description of the
activities
bad things are
presented in a
positive way
Language
variety of
vocabulary
spelling
grammar

18 points, 11 points = pass

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