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One-In-8-Million

Опубликовано Вера Новикова вход мотивация · 19/11/2018 09:00:31
Tags: teachingresources

ONE-IN-8-MILLION an inspirational masterpiece



Today Id like to share with you one of the inspiring English teaching resources which enables me to bring the world into the classroom. Thats an Emmy winner The New York Times 2009 project “One-In-Eight-Million”.

It
s a collection of more than 50 2-3-minute long audio stories with visual black and white background. Each peace is about a real New Yorker, who tells the stories of their lives, hobbies, family issues, daily routines, work and relationships. These voices reflect the citys cosmopolitan atmosphere and they are presented as a huge kaleidoscope of various backgrounds and accents.

It can be a girl who walks every day. lt Or a guy who is obsessed with sneakers. Or a blind lady who works as a wine taster. Or a mambo dancer. Or a dairy-shop owner. And what not. They all are just ordinary people with extraordinary personalities.

Each story narrated by the persons themselves is accompanied with rather intimate photos which add strong personal and emotional touch. At the end of each talk youll find some additional background information about the person, which shed light on the speakers experience and life choices.

From my point of view, this unique collection is a nice combination of splendid photography, authentic language and outstanding personalities. These stories are about people and the city the live in. Some pieces are rather philosophical and thought-provoking; others are of more psychological, linguistic or artistic value.


Moreover, these stories are easy to use in teaching and learning English. There are no transcripts, but the language is not that difficult. Basically, you can work with them as with all regular course book listening materials.


I normally introduce my students with the Walker story first.
As a pre-watching task we do a warm-up in pairs:

  • How much do you walk these days?

  • How many steps do you take a day?

  • Where do you walk? Who with?

Then we look at the title “Walker”.

  • What do you think this video is going to be about?


We first watch to see if students were right or wrong. The narrator
s name is Maggie. She speaks at a low pace, clearly, using simple vocabulary. Most students get the impression that they understood everything. And so I ask specific questions:

  • What is Maggie's hobby?

  • Does she have any special shoes for walking?

  • What speed does she usually walk?

  • Which emotions does she experience when walking?

  • Can she think without moving?

  • What does she notice while walking?


To get all the answers correctly we watch for the second time.

Then we walk on vocabulary with the full transcript or just a part of it, where students have to write down the missing words or phrases.

I don
t walk______. I dont walk ____. I walk at______. I have to keep_______. I found without ______my mind isnt ____much either. I go through _______. Like… I have so many. Im _____. Its like a_____. Sometimes Im very____, ________and _____. I think about everything. If I dont walk, I cant think. So if Im not in the mood ______into people, and just be around them, I would go outside in the crowds. I can find the street that has nobody on it. It could be _____________of the biggest ______ever and theres one street in New York City that has nobody on it.
I don
t think Ive walked the same street every day. I turn when the light__________. So if I see a light_______, I dont wait, I just _____ a street. I notice buildings. When you actually look ______ it is so_______. Theres details in the buildings that Ive never seen, Ive never paid attention to. And lately out thats what I do, I feel like _________a lot of the times. So Im just ________up the sky. So I notice _______. I notice  _______. And the______. The_______. Its all here. Different times. Different places. Thats what I love, I think.

We watch this final bit and check.


And as the post-watching we discuss the questions:

  • Life is movement can we apply this rule to Maggies life? To your life?

Students also speak about their own emotions and impressions regarding Maggies hobby and her vision and way of thinking. They have to choose their favorite photo and discuss why they have chosen it, how it illustrates Maggies hobby.

These are my top three pics:







To sum it up, if you really need to add some spice into your regular curriculum you’re more than welcome to give this project a shot in your classroom. Hopefully, you’ll enjoy these voices as much as I do.

At the end I provide background information from the New York Times website about the speaker. It usually gives some helpful insights:



As a follow-up activity some creative students can carry out a similar project about their own lives. It can be done individually or as a pair or even group work. Actually, I know that in Moscow State University Students of Journalism Department carry out this project at the English Language classes. So it takes time and preparation. But its worth a try.

To sum it up, if you really need to add some spice into your regular curriculum you
re more than welcome to give this project a shot in your classroom. Hopefully, youll enjoy these voices as much as I do.








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