Skip to content

Alper Polat-Gizem Şimşek-İrem Yılmaz-Pınar Topal

by on March 17, 2017

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


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 ( 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 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


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 :

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:


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?

From → Uncategorized

Leave a Reply

Fill in your details below or click an icon to log in: Logo

You are commenting using your account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s

%d bloggers like this: