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Ismet Candan, Gülüşan Hancı, Selda Eğilmez

CLASS PROFILE

Age: 16

Size: 15

Level: B2

Topic: Are we born good or evil?

Materials:

Video (with subtitles)  https://www.youtube.com/watch?v=FRvVFW85IcU
Quizlet(matching activity)
Kahoot
AIMS:
-	I want my students to learn and use the vocabulary items in the video.
-	I want my students to use new vocabulary items appropriately in a meaningful context.
-	I want my students to share their own ideas about topic by using their speaking skills.
-	I want my students to develop their ability of emphatic and critical thinking.


Lesson Stage: Post Listening Part

Target Vocabulary

Slam
Mean
Disapprove
Condemn
Astonishing
Nasty
Infant
Maze
Ripe

Kahoot Activity

Teacher opens the Kahoot game from the electronic board and wants students to log in.
The game is prepared in advance and consists of 9 words that are chosen from the video.
The instruction is, please choose the word related to the picture.
A picture is given and students try to choose the word accordingly.
At the end of the game, the winner gets a gift. By this way, a competitive environment is created.

https://play.kahoot.it/#/lobby?quizId=890bc701-8cb8-4e94-bce9-35ea3433348d

Quizlet (Matching activity)

Teacher aims to evaluate acquired vocabulary. S/he asks students to log in. 
The matching activity is prepared in advance by the teacher. 
When everybody is ready, students start the game. The one who completes the activity first, wins the game.


https://quizlet.com/198922102/match

Group & Whole-Group Discussions
As soon as the video ends, teacher asks students to divide into two groups and asks a question to students on the purpose of finding out their ideas about this video.
 Teacher gives the first question: Are human being inherently good? According to answers of the students, these two groups decide which answer to defend during discussion. 
Each of them defends their answers by utilizing the video, giving examples from their daily life experiences, showing some materials that used in this issue in advance. 
In this discussion, there is no winner or loser. During this activity, students try to share their arguments and share their ideas.

Tomorrow

Please note that the class will start at 09:00 sharp tomorrow for the morning group. If you are late, it is a better idea not to come.

For the afternoon group, I suggest the students be ready at 2:20.

See you all tomorrow.

Olcay Sert

9

İpek TOPCU, Yasemin ÖRAK, Armağan DEMİREZEN

CLASS PROFILE

Age: 17

Size: 20

Level: B2

Institution: Private School

Topic: Do Babies Born Good?

Materials:

Video – https://www.youtube.com/watch?v=FRvVFW85IcU

Kahoot

Flashcards

AIMS:

I want my students to share their ideas about the given topic and video.

I want my students to make a group work with interactive relation.

I want my students to enhance listening skill with video, also speaking skill.

 

Lesson Stage: While-Listening Stage

 

Target Vocabulary:

  • Innocuous
  • Bigot
  • Bias
  • Predispose
  • Treat
  • Conscience
  • Discrimination
  • Moral
  • Racism

 

DISCUSSION ACTIVITY

After watching the video, teacher asks some questions to students about video. The first question is the same question at the beginning of the video “Are human beings inherently good? “. Teacher asks the question and wants to hear reasons of students’ answers. After a short discussion, teacher asks another question “Can this studying be counted as a proof to this idea?” After listening the answers teacher opens a part of video in which there is choosing crackers test and asks the students ‘’Who say ‘yes’?’’. In this part of video we see that babies can make discrimination. Can you still say “babies are good.”? Students share their arguments and opinions. Lastly teacher asks to students whether they experienced a situation like these babies choices in the video. Students talk about their experiences.

TABOO ACTIVITY

The teacher divides the class into two groups. One student from first group comes to the stage. The teacher has some cards in which some words are written, but also some taboo words are written below the main words. The student chooses a card from the teacher. When he/she see the word, he/she tries to tell the word to his/her group friends without saying taboo words. Teacher keeps time in the course of the student tries to tell the word. If the group members achieve to say the word which the student tries to tell until the time is over, the teacher gives 5 points to the first group. Then, another student from the other group comes to the class and tries to tell a different word from a different card given by the teacher. This activity continues in this way. When all students come to the stage and tell a word to their group members, this activity ends. Teacher counts the points of each group and the group which has more points is the winner. Cards are like that:

        INNOCUOUS
        Harmless
        Sackless
        Tame
        Inoffensive
       BIGOT
       Zealot
       Fundamentalist
       Uncivilized
       Puritan
      BIAS
     Prejudice
     Prejudgment
     Preconception
     Forejudge
     PREDISPOSE
     Disposition
     Tendency
     Leaning
     Inclination
      TREAT
     Handle
     Attend
     Deal by
     Use

KAHOOT ACTIVITY

Teacher prepares the Kahoot game that includes some questions about the video. S/he want students to remember the newly acquired vocabulary in the video. By using technology, the students both play game and make practice. All the students enter the game page via their phones and the game starts. The questions are ‘fill in the blank questions’. They should find the correct word for the blank.

These are some example questions in the game.

 

kahoot6

kahoot5

 

kahoot4

 

kahoot3

 

kahoot2

 

kahoot1

 

Hot Potatoes (download)

Hi everyone,

This week you will learn using a software to create online, multimodal language teaching/learning materials.

If you want to bring your own laptops to the class (recommended), please download Hot Potatoes software from the following link:  http://hotpot.uvic.ca/index.php#downloads  in advance.

Best,

Olcay Sert

Begench NURMAMEDOV, Sezer Evrim ÜNAL, Sidar Özgün YERLİKAYA

Class Profile

 

Level: B2

Age: 16-17

Class: High school

Topic: Born Evil?  Or  LivE EviL?

Materials: Video, Hot Potatoes, Flashcards

Aims:

We want our students to be able to;

  • Develop their conscious of respect,
  • Learn vocabulary items,
  • Enhance their understanding of empathy,
  • Have enough competence to speak/discuss on relevant topics.

Intended vocabulary:

  • Empathy
  • Conscience
  • Marginalize
  • Discrimination
  • Ostracize
  • Moral
  • Racism
  • Bigot

 

 

  1. Classroom discussion: 

Teacher wants to know student’s opinion about the topic. Do we born evil or live evil? He/she asks some question about the topic. For example: “Do you think that we have hatred in our heart?”, “Can a person learn some feelings from his/her environment?”, “Have you ever hate something when you are a baby, can you remember that?” He/she gets different ideas from the class. Teacher shows a part (from 06.50 to 08.25) from the video (Born good? Babies help unlock the origins of morality). After watching a video, teacher asks a question if they change their opinion or not. Do we born evil or live evil? Teacher gets different ideas and opinions from the class, they discuss them. In this way we will complete discussion part.

Video.jpg

Video: https://www.youtube.com/watch?v=FRvVFW85IcU

  1. Match up

Teacher prepares match up activity, using hot potatoes, In this activity vocabulary items that has been used earlier has been used. This will help students grasp the meanings of those words since meanings of the words have been given next to them. Students will continue since they get it all right. If they have problems teacher is to help them get over it. This activity will help students get ready for their next activity where they will be actively using these words.

call.jpg

Call2.jpg

Hot Potatoes: http://uk3.hotpotatoes.net/ex/163049/FGTYPLNP.php

  1. Role Playing:

Teacher makes seven groups and he/she has some flashcards. In these flashcards, there are some words from matching game (conscience, marginalize, discrimination, ostracize, moral, racism, bigot). Students are supposed to act out according to words in the flashcards. While the students are acting out, the rest of the class are supposed to guess the word which is acted out at the stage.

bigot         consciencemoral        dismarginalize       ostracize

racism.png

Ezgi TOPUZ, Seher GÜNEŞ, Şerife ÖZTÜRK

Class Profile: English Language Teaching Department, 12th grade

Class: 20

Level: B2

Age: 17-18

Topic: Born good? Babies help unlock the origins of morality.

Materials: Video (with subtitle), Worksheet (From the transcript)

Aims:

  • To improve students’ vocabulary knowledge by giving them vocabulary exercise.
  • To motivate students to work with their group members.
  • To enhance students’ listening skills by watching videos.

Lesson Stage: Post Stage

Target Vocabulary:

  • Whip something into
  • Slam something shut
  • Wipe something off the map
  • Bias
  • Infant
  • Eradicate
  • Adversity
  • Altruism
  • Chalk one up
  • Predispose

1)Watching video and vocabulary exercise

Firstly, the teacher wants to her students to watch the video with English subtitles so that the students could see the target vocabulary. After they watched the video all together, the teacher gives them vocabulary worksheets that includes some unknown vocabulary. Here is the worksheet:

The teacher wants her students to answer the questions in a five minutes then the teacher gives the answers and the students control their answers.

1)Or could it be worse: do we start out nasty, selfish devils, who need our parents, teachers, and religions to whip us into shape?

A)refine B) mould

2)Or will he now prefer the one who slams the box shut?

A) close  B) open

3)Lesley Stahl: So, remember B.F. Skinner, who said that we had to teach our children everything through conditioning. So, does this just wipe him off the map?

A)annihilate B) glorify

 4)Paul Bloom: I think to some extent, a bias to favor the self, where the self could be people who look like me, people who act like me, people who have the same taste as me, is a very strong human

A)pride B) prejudice

5)From this Wynn concludes that infants prefer those “who harm… others” who are unlike them.

A) baby B) teen

 6)Paul Bloom: If you want to eradicate racism, for instance, you really are going to want to know to what extent are babies little bigots, to what extent is racism a natural part of humanity.

A)demolish B)lament

 7)But of course adversity can bring out the best in us too — heroism, selfless sacrifice for strangers — all of which may have its roots right here.

A)hardship B)expertise

 8)And so it seems we’re left where we all began: with a mix of altruism, selfishness, justice, bigotry, kindness.

A)selflessness B) individualism

 9)They become generous. Chalk one up to society.

A)endeavor B) join society

 10)We are predisposed to break the world up into different human groups based on the most subtle and seemingly irrelevant cues, and that, to some extent, is the dark side of morality.

 A)tendency B) enlarges

 

2)“This Means War” Game:

 

Secondly, the teacher asks her students to make a group of 5. 4 groups are formed because of the classroom size. The teacher begins to tell the students the game. In the game, the teacher says the synonym of the target vocabulary and the students try to guess it. A group which writes the correct word and raise it up within the shortest time gets ten points. At the end of the each question, the teacher writes the points to the board. Eventually, the group which gets the highest points wins the game.

indir (2)       indir (4)

 

3)Taboo Game:

 The teacher divides the classroom into two groups, group A and group B. Then, one of the group members comes to the stage and the teacher whispers one of the target words to him or her. Afterwards, s/he tries to tell the word to her or his group friends without talking and his or her friends try to guess the word. By the way, the other group should wait in silence. The groups play the game in regular turn. At the end of the game, the group which knows more words wins the game, as in the previous game.

images (2)     images

 

 

Ebru Kızılarslan – Hale Nur Söyler – Huriye Uzun – İrem Onat – Osman Kılıç

CLASS PROFILE

Age: 17

Size: 20

Level: B2

Institution: Private School

Topic: Prejudice against Differences

Materials:

www.playfactile.com/moralitywords

https://www.youtube.com/watch?v=FRvVFW85IcU

AIMS:

– I want my students to use new vocabulary items properly in a given context

– I want my students to share their ideas about the topic

– I want my students to speak about the topic in their daily conversation

Lesson stage: Post-listening stage

Target vocabulary:

  • Innocuous
  • Bias
  • Treat
  • Predispose
  • Morality
  • Racism
  • Bigot
  • Humanity
  • Evolution

 

  1. PlayFactile Game for Vocabulary

Teacher starts a game from the computer. The class is divided into two then they play a game in which there are new vocabulary items from the video. The teacher writes the vocabulary items to the board before playing the game. When the game starts students are supposed to find the correct words according to given question. In this game teacher wants students to recognize the words from their meanings. Also students try to fill in the gaps with the given words. By doing this, students practice new vocabulary by also having fun.

How to play PlayFactile: As they divided into two groups they choose a fruit or vegetable for picking up their group. There are two columns which consist of different points (100$ – 500$). Students pick a point and try to answer the question. It is not like a multiple choice test, students are supposed to find the answers themselves. When the correct answer is given, teacher clicks the green button and the right answer is also shown in the game, then the points are added to the column of that group. If they give false answers to the question, the chance for answering passes to the other group. At the end of the game the group who gets the higher point is the winner.

resources for the definitions in the game:

www.dictionary.cambridge.org

www.oxforddictionaries.com

 

  1. Whole class discussion about differences

( The whole video was shown in the on-stage part.)

Teacher opens a specific part of the video for reminding them some points. That part of the video was about the bias against people who are different. Teacher leads the students with proper questions.

‘’ To what extent is bias a part of your life? ‘’

Students share their ideas and experiences. The students in high schools have a tendency to be friends with the ones who share common interests. For instance, they give some examples from their own lives.

‘’ What do you think about racism and its relation with bias? ‘’

One of the students talks about a video called Doll Test. Some students give examples from the movies they watch about racism. After all the comments, the teacher suggests a movie called ‘’ 12 Years a Slave ‘’ to the class.

‘’ What do you think about the attitudes towards homosexuals?’’

Students explain that those people are isolated from our society. Some of the students give examples from other countries which are tolerated to them. After the discussion, the class ends.

 

Transcript of that particular part of the video:

 [Annie: Would you like a snack?]

In offering babies this seemingly small, innocuous choice — graham crackers or Cheerios — Wynn is probing something big: the origins of bias. The tendency to prefer others who are similar to ourselves.

Karen Wynn: Adults will like others who share even really absolutely trivial similarities with them.

So will Nate, who chose Cheerios over graham crackers, prefer this orange cat, who also likes Cheerios — over the grey cat who likes graham crackers instead?

Apparently so. But if babies have positive feelings for the similar puppet, do they actually have negative feelings for the one who’s different? To find out, Wynn showed babies the grey cat — the one who liked the opposite food, struggling to open up the box to get a toy. Will Gregory here want to see the graham cracker eater treated well? Or does he want him treated badly?

[Annie: Which one do you like? That one.]

Gregory seemed to want the different puppet treated badly.

Lesley Stahl: That is amazing. So he went with his bias in a way.

And so did Nate and 87 percent of the other babies tested. From this Wynn concludes that infants prefer those “who harm… others” who are unlike them.

Paul Bloom: What could be more arbitrary than whether you like graham crackers or Cheerios?

Lesley Stahl: Nothing.

Paul Bloom: Nothing. But it matters. It matters to the young baby. We are predisposed to break the world up into different human groups based on the most subtle and seemingly irrelevant cues, and that, to some extent, is the dark side of morality.

Lesley Stahl: We want the other to be punished?

Karen Wynn: In our studies, babies seem as if they do want the other to be punished.

Lesley Stahl: We used to think that we’re taught to hate. I think there was a song like that. This is suggesting that we’re not taught to hate, we’re born to hate.

Karen Wynn: I think, we are built to, you know, at the drop of a hat, create us and them.

Paul Bloom: And that’s why we’re not that moral. We have an initial moral sense that is in some ways very impressive, and in some ways, really depressing — that we see some of the worst biases in adults reflected in the minds and in the behaviors of young babies.

But Bloom says understanding our earliest instincts can help…

Paul Bloom: If you want to eradicate racism, for instance, you really are going to want to know to what extent are babies little bigots, to what extent is racism a natural part of humanity.

Lesley Stahl: Sounds to me like the experiment show they are little bigots.

Paul Bloom: I think to some extent, a bias to favor the self, where the self could be people who look like me, people who act like me, people who have the same taste as me, is a very strong human bias. It’s what one would expect from a creature like us who evolved from natural selection, but it has terrible consequences.

He says it makes sense that evolution would predispose us to be wary of “the other” for survival, so we need society and parental nurturing to intervene. He showed us one last series of experiments being done in his lab — not with babies, but with older children of different ages. The kids get to decide how many tokens they’ll get, versus how many will go to another child they’re told will come in later. They’re told the tokens can be traded in for prizes.

 

 

 

 

 

 

Öznur Öğütcü – Ali Kaan Parlayüksel – Kübra Uzman – Şebnem Uzun

 

Class Profile
Level: B2
Age: 16 – 17
Class: Private School – 11th grade
Topic: Inner Side of Us
Materials:  Video ( 2nd experiment – 6.58 – 10.21), Verso App, Lantern, Role Play Cards

Aims:
We want our students to be able to:

  • develop their emphatic skills.
  • develop their critical thinking skills via whole group & pair discussions.
  • experience interactive learning through a role-play.
  • generate a “collaboration” concept.
  • discuss without any prejudice and judgements with the help of Verso’s unknown user function. (only the teacher can see who said what.)
  • study via computers & Web 2.0 tools –Verso App.
  • distinguish the related vocabulary from the context.
  • adapt the vocabulary provided by the teacher through role-playing.

 

Lesson Stage: On-Listening Stage

Target vocabulary:

  • innocuous
  • moral                                          
  • instinct                           
  • bigot                                  
  • racism                                
  • bias

                                          

  1. Video discussion on Verso

(In this activity the teacher uses an app called ‘Verso’. It helps teachers to prepare deep learning activities that create discussion environment among the learners by using the internet. Before coming to the class, the students can join the class and see the next lesson’s topic in there. They can comment on their ideas about the subject or, if there are, about the questions. Moreover, only the teacher can see the names of the students who comments.

The students can only read the comments without knowing the names of the commenters. With this way, the students can be free and much more relax while commenting on. The students can also add their opinions related to others’ opinions or comments. In addition to these, if the teacher wants, s/he can like the comments of the students or give a reply to them.)

Before coming to the class, the teacher posts an activity for students in ‘Verso’. The students watch the video and comment on the questions. In addition to these, they also write comments for the other students. So, they share their ideas and discuss them via the internet.

Verso: https://app.versoapp.com

Video: https://www.youtube.com/watch?v=FRvVFW85IcU

1

2

Teacher account

3.png

Student account

4

  1. The Lantern Game

Teacher comes to the class with a lantern which is filled with papers. Some kinship terms – like father, mother, uncle, aunt- and names of unknown people are written on these papers. Students are asked to draw a paper from this lantern. They make a group discussion about what would they do if the person they draw from the lantern makes something bad.

It takes just 5 minutes and this activity is to make students feel more comfortable for the other discussions and to let them construct some general ideas about the content.

  1. Group & Whole-Group Discussions

Teacher talks a bit about the video students already watched via Verso. S/he tries to understand students’ opinions about this issue. And then teacher comes with a new question and s/he starts a new discussion session.

Teacher gives the question: “Do you think that your reaction would change when a mistake is done by someone who is close to you or when it is done by someone you don’t have any resemblance?” S/he gives students some time to discuss the question and asks them to note down the important parts. Because they make a whole group discussion session afterwards.

  1. Finding synonyms of the words that are in bold
Words Synonyms
1) innocuous
2) moral
3) instinct
4) bigot
5) racism
6) bias
a) harmless
b) racial discrimination                                   c) prejudice                                                       dethical
e) intuition
f) dogmatist

After discussing the video in the class teacher distributes a handout. This handout is a transcription of part of the video discussed by students. In the handout, there are some words that are written in bold. Teacher wants students to find the synonyms of these words while students are hearing the video and reading the transcription simultaneously.

The handout:

[Annie: Would you like a snack?]

In offering babies this seemingly small, innocuous choice — graham crackers or Cheerios — Wynn is probing something big: the origins of bias. The tendency to prefer others who are similar to ourselves.

Karen Wynn: Adults will like others who share even really absolutely trivial similarities with them.

So will Nate, who chose Cheerios over graham crackers, prefer this orange cat, who also likes Cheerios — over the grey cat who likes graham crackers instead?

Apparently so. But if babies have positive feelings for the similar puppet, do they actually have negative feelings for the one who’s different? To find out, Wynn showed babies the grey cat — the one who liked the opposite food, struggling to open up the box to get a toy. Will Gregory here want to see the graham cracker eater treated well? Or does he want him treated badly?

[Annie: Which one do you like? That one.]

Gregory seemed to want the different puppet treated badly.

Lesley Stahl: That is amazing. So he went with his bias in a way.

And so did Nate and 87 percent of the other babies tested. From this Wynn concludes that infants prefer those “who harm… others” who are unlike them.

Paul Bloom: What could be more arbitrary than whether you like graham crackers or Cheerios?

Lesley Stahl: Nothing.

Paul Bloom: Nothing. But it matters. It matters to the young baby. We are predisposed to break the world up into different human groups based on the most subtle and seemingly irrelevant cues, and that, to some extent, is the dark side of morality.

Lesley Stahl: We want the other to be punished?

Karen Wynn: In our studies, babies seem as if they do want the other to be punished.

Lesley Stahl: We used to think that we’re taught to hate. I think there was a song like that. This is suggesting that we’re not taught to hate, we’re born to hate.

Karen Wynn: I think, we are built to, you know, at the drop of a hat, create us and them.

Paul Bloom: And that’s why we’re not that moral. We have an initial moral sense that is in some ways very impressive, and in some ways, really depressing — that we see some of the worst biases in adults reflected in the minds and in the behaviors of young babies.

But Bloom says understanding our earliest instincts can help…

Paul Bloom: If you want to eradicate racism, for instance, you really are going to want to know to what extent are babies little bigots, to what extent is racism a natural part of humanity.

Lesley Stahl: Sounds to me like the experiment show they are little bigots.

Paul Bloom: I think to some extent, a bias to favor the self, where the self could be people who look like me, people who act like me, people who have the same taste as me, is a very strong human bias. It’s what one would expect from a creature like us who evolved from natural selection, but it has terrible consequences.

  1. Role-play

Teacher makes the students group of 6. Then, s/he gives every team a word and wants them to hide their words through the end of the activity. In the activity, the learners as a group will try to give the meaning of their words in a context that every group member will have a role. Then, while a group is trying to show the meaning with role-playing, the rest of the class will try to find out which word it is.

  1. innocuous
  2. moral
  3. instinct
  4. racism
  5. bigot
  6. bias

İrem Yılmaz (21441588)-Tuğba Külekçi-Fulya Vurgun-Ayşe Şimşek

Level: B2

Age: 16-17

Class: High School (Language Class)

Topic: Preferences that Make Babies Good or Evil

Materials: Powtoon, Bingo cards, Video

Aims:

  • to be able to recognize intended words in contexts.
  • to be able to recognize words along with their synonyms.
  • to expand lexical knowledge.
  • to enhance students speaking skills by discussing the matter.

Intended Vocabulary

  • innocuous
  • bias
  • arbitrary
  • predisposed
  • at the drop of a hat
  • eradicate
  • bigot

1. Using Powtoon Online Animation Programme for Teaching Vocabulary

In order to activate students cognitively, the teacher intends to use the unknown and challenging words in an online animation programme called Powtoon.

Click on the link to check the website: https://www.powtoon.com/

This Web 2.0 Tool, specifically, enables teacher to introduce the target vocabulary. In doing so, not only animated characters are created but also they are used in a sentence which helps students contextualise by all sensual means. Followingly, the teacher focuses on both the synonyms and exact definitions. Here are some examples:

1

Here is the link of the animation slide: https://www.powtoon.com/online-presentation/gtxQUrTee4M/preferences-good-or-evil/?mode=presentation#/

The edited version of the video starts from 06:32 to 10:20. After watching the video, the teacher wants students to discuss about subtopics such as selfishness, culture, racism etc.

Adsız.jpg

2. Using Bingo Cards to Evaluate Acquired Vocabulary

This game is prepared by the teacher on the website (http://osric.com/bingo-card-generator/ ) in advance. The teacher divides these 12 people in the class as 3 in per group. Each group is given one of these bingo cards. The words in every one of these cards are arranged randomly. From a box, the teacher picks up sentences which give the meaning of these words.

Here are the cards that each group is given:

bingo cards.jpg

Each group is also given cards numbered from 1 to 7 to place the right answer.

bingo2.jpg

Time is limited in this activity. Which group is done early will be the winner.

 

 

Alper Polat-Gizem Şimşek-İrem Yılmaz-Pınar Topal

Class Profile

Level: B2

Age: 18-19

Class: Preparatory school

Topic: Born good? : The Effect of Nature and Nurture

Materials:  Video (Token-Sharing (4th experiment)), Kahoot, Transcript

Aims:

The aims of this lesson are:

  • to develop the students’ listening skills by combining  listening with a discussion,
  • to focus on target vocabulary,
  • to improve their speaking skills,
  • to develop some new ideas by thinking critically.

Lesson stage: While-listening stage

Target vocabulary: 

  • bigotry
  • altruism
  • chalk up
  • impartial
  • bias
  • heroism
  • adversity
  • tendency

1. Kahoot Game for Vocabulary

The teacher wants to provide students with lexical knowledge about the content words used in the video. While serving this aim, using technology can be a motivating option. So, Kahoot (https://getkahoot.com) is here for this purpose. Kahoot is a collection of questions on specific topics. Created by teachers, students, business-people and social users, they are asked in real-time, to an unlimited number of “players”, creating a social, fun and game-like learning environment.

The teacher invites students to take their mobile phones / tablet pc’s out and reach www.kahoot.it. Before starting the quiz game, s/he explains the purpose of the activity, which is to help them gain the knowledge of vocabulary included in the content video. After all students are connected to the game using the game PIN, the teacher pushes the start button.1

jnml.png

After each question is completed one by one and students are provided with the correct answer, the teacher explains word’s meaning and exemplifies them with a model sentence to accommodate the usage area in their brain schemata.

At the end of the quiz game, the winner is shown on screen. The teacher and the rest of the class congratulates the winner. To evaluate their understanding of the vocabulary items used in the game, the next activity comes on.

Game link : https://create.kahoot.it/#quiz/63e56f88-3994-4b66-b770-6ea178972528

2. Video Guided Discussion

After Kahoot, the teacher plays the video. (starts from 10’09”)

At 10’45”, she stops the video and asks : “Which one do you think she chooses and why?”

She stops the video at the 11’07” again and says: “The man says young children are obsessed with social comparison. How about elder ones, for example, what would an 8 year old do?”

At 11’27”, she stops the video and asks : “Do you think the children aged nine or ten will give even tokens or take more tokens?”

She stops the video at 11’39” and asks: “Why they become more generous? What are the factors causing this change?”

Lastly, at 12’40” she asks: “Do you agree with what he says? Do we witness our primitive, selfish side coming into the surface when life gets difficult?”

Through questions, students are made more active instead of just watching the video. By reason of the process of thinking and sharing about the questions, students and teacher can learn together. In addition, not only students’ speaking skills but also the communication skills are called up.

3. Fill in the Blanks Activity with Transcript of the Video

After the students watched the video they are going to have the transcription of the video in front of them as hand-outs, with some words removed for a fill-in activity that they are asked to do. This type of activity is chosen because the main focus of this class is vocabulary teaching and it is a good way of practicing vocabulary items that are from a video or listening material. Using the transcription is fruitful in terms of receiving language input as the students are presented visually by the video initially, so that they can use multiple receptive skills during the class (listening and reading) and will know what to look for, therefore will be using comprehension skills such as scanning.

The Handout:

BORN GOOD?

He says it makes sense that evolution would predispose us to be wary of “the other” for survival, so we need society and parental nurturing to intervene. He showed us one last series of experiments being done in his lab — not with babies, but with older children of different ages. The kids get to decide how many tokens they’ll get, versus how many will go to another child they’re told will come in later. They’re told the tokens can be traded in for prizes.

[Mark: So you can say green, and if you say green, then you get this one and the other girl doesn’t get any; or you can say blue, and if you say blue, then you get these two, and the other girl gets these two. So green or–

Rebecca: Green!]

The youngest kids in the study will routinely choose to get fewer prizes for themselves just to get more than the other kid —

[Ainsley: I’ll pick green.]

— in some cases, a lot more.

Paul Bloom: The youngest children in the studies are obsessed with social comparison.

[Mark: So you get these seven. She doesn’t get any.

Kendall: Yay!]

Paul Bloom: They don’t care about fairness. What they want is they want relatively more.

But a funny thing happens as kids get older. Around age 8, they start choosing the equal, fair option more and more. And by 9 or 10, we saw kids doing something really crazy —

[Abby: Green.]

— deliberately giving the other kid more.

Mark: Green or blue?

Maeve: Green.

They become generous. …………………….. to society.

Lesley Stahl: They’ve already been educated?

Paul Bloom: They’ve been educated, they’ve been inculturated, they have their heads stuffed full of the virtues that we might want to have their heads stuffed with.

So we can learn to temper some of those nasty …………… we’re wired for — the selfishness, the …… — but he says the instinct is still there.

Paul Bloom: When we have these findings with the kids, the kids who choose this and not this, the kids in the baby studies who favor the one who is similar to them, the same taste and everything– none of this goes away. I think as adults we can always see these and kind of nod.

Lesley Stahl: Yeah. It’s still in us. We’re fighting it.

Paul Bloom: And the truth is, when we’re under pressure, when life is difficult, we regress to our younger selves and all of this elaborate stuff we have on top disappears.

But of course ……… can bring out the best in us too — ………., selfless sacrifice for strangers — all of which may have its roots right here.

Paul Bloom: Great kindness, great ……….., a magnificent sense of …………, justice have their seeds in the baby’s mind. Both aspects of us, the good and the bad are the product I think of biological evolution.

And so it seems we’re left where we all began: with a mix of …………,  selfishness, justice, ……….., kindness. A lot more than any of us expected to discover in a blob.

Lesley Stahl: Well, I end my conversation with you with far more respect for babies. Who knew?