Culture teacher’s notes
User-generated videos
LEARNING ■ I can learn about unboxing videos from around the world and make connections with my own culture.
OUTCOMES ■ I can discuss unboxing videos and understand my own cultural identity.
■ I can make comparisons between cultures and use my own beliefs and values to improve my cultural
knowledge.
A VOCABULARY FOCUS
amateur [adj]: done for pleasure instead of as a job
carry out [v]: to do a particular piece of work, research
etc
curiosity [n]: a strong feeling of wanting to find out
about something
differentiate [v]: to be the quality or fact that makes
one thing different from another
genre [n]: a particular style used in cinema, writing or
art, which can be recognised by certain features
heritage [n]: the art, buildings, traditions, and beliefs
that a society considers important to its history and
culture
slick [adj]: done in a very impressive way that seems to
need very little effort
toddler [n]: a very young child who is learning how to
walk
user-generated [adj]: relating to material on a website
that is voluntarily contributed by members of the public
who use the site
WARMER
Ask students about a new and exciting product that
they couldn't wait to launch. Write some of these
questions on the board: What was it? How did you
find out information about it before it was launched?
Was the product launched earlier elsewhere? Do you
ever watch videos about new products? Why/Why
not? Did you look at reviews from people in other
countries? Have a class discussion to find out students'
answers to the questions.
1 Ask students to read the statement and discuss the
information with their partner. Elicit thoughts from
students, then ask them to answer the questions. Find out
which students have watched unboxing videos before.
2a Students read the article about unboxing and answer
the question.
Answers
To help decide whether to buy a product, to experience the
anticipation of a new product and to learn about a product.
2b Have students read the article again. Ask them to
answer the questions in pairs, then check as a whole
class.
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B2 Unit
Answers
1 from watching certain YouTube videos
2 Sri Lanka, Pakistan, India and the Philippines
3 anyone
4 For younger kids this could be curiosity. For adults it's
often to help make a decision on their purchases.
5 It educated people on the community, music,
traditions and heritage of Toksook Bay.
6 more understanding of different cultures
7 the US
2c Ask students to complete the sentences with the relevant
figures from the article. Have them check answers in pairs
before checking as a whole class.
Answers
1 (just over) 600  2 57%  3 62%  4 over 4 million
5 48  6 over 9,000
Gateway to culture
3a Put students into pairs to discuss the questions. Elicit
ideas from the class.
Answers
Students' own answers
PROJECT
3b Explain to students that they are going to work in pairs
to prepare a presentation on the cultural value and
lessons we can get from YouTube videos. These could
be unboxing related, traditional music, or something
else.
For Step 1, pairs choose three videos, or you could
write down a selection of video titles to search and ask
each pair to pick three from a box. For Step 2, they will
need Internet access to do their research, and this can
either be done in class or at home. Students can share
their findings with their partner in the next class.
3c Students use the information in their chosen videos.
They will give a brief description of what each video
is about and how it teaches us something about other
cultures along with the differences compared to their
own country. Encourage students to think about all of
the useful information they received from the video
and to describe this to the class.
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