Sample Lessons for viral shorts - uni-augsburg.de · Sample Lessons for viral shorts Table of Contents 1. ... the video shows the slogans “End violence ... #whatIreallyreallywant

Sample Lessons for viral shorts

Table of Contents

1. Genre: Viral Shorts 3

2. Procedure 3

2.1 Video First World Problems Anthem 3 2.2 Video Experience the power of a bookbook™ 4 2.3 Video What I Really Really Want 5 2.4 Video Look up 7

3. Materials 8


4. Solutions 15


5. Bibliography 22

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1. Genre: Viral Shorts

Through the use of social media such as Facebook, Twitter and YouTube, to name

only a few, there have also developed additional genres of short video clips, such

as the viral short or the social short. The former describes any type of video shared

on social media that reaches millions of people within days of being shared. It

spreads like a virus, hence “goes viral” (cf. Hyperdictionary).

The language classroom can benefit from the use of viral shorts through their

unique features. Because they are very popular on social media, chances are that

students will also find them interesting. Most viral shorts are only a few minutes

long which make them perfect for discussion during a 45-90 minutes’ school

lesson. They also include a wide array of topics and are often controversial, which

makes them suitable for fruitful debates. Moreover, they can be used to develop

students’ media competence and awareness of proper usage of social media. In

addition, thanks to the interconnection of social media across the globe, they are

accessible in English and other foreign languages and may reflect cultural values

that can be used to train students’ intercultural competence. In this paper, we will

present four sample lessons that make use of the advantages of viral videos.

2. Procedure

2.1 Video First World Problems Anthem

Title First World Problems Anthem

Synopsis The set shows several coloured people in developing countries who express their problems by telling what they hate. Against all expectations, the problems they mention do not fit their situation but can rather be identified as first world problems. The intention is to make people aware that their problems are not as severe as they seem to be. In the end, the clip turns out to be a demand for donations for clean water all over the world.

Competences Listening-viewing, speaking, creative writing, intercultural knowledge, lexical competence

Topics Third world vs first world, problems

Level Intermediate

Time 45 minutes

Steps (PWP-approach): A. Pre-viewing 1. What are your main problems in your daily life? (T gives example: “I hate it when I have to empty the dishwasher before breakfast because I’m running out of mugs…”) 2. Rate your three main problems and justify! 3. Explain unknown vocabulary (charger, maid, pickles – M1)

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B. While-viewing (Watch whole clip, but stop after #FirstWorldProblems) 1. Collect the stated problems (key words – M2). Do you think the people tell their real problems? 2. What do you think the video is aiming at? (Show end of video) 3. Think of possible problems the people might have. C. Post-viewing 1. Why are the problems so different? What does first world and third world

mean? Where do the problems come from? 2. In groups of three to four pupils: rewrite problems pretending to shoot a

response-video by changing perspective. (I hate it when …) 3. Act out in front of class. Homework: Think again of your three main problems and write out possible solutions! (Optional: shoot an actual response-video and upload it on YouTube!)

2.2 Video Experience the power of a bookbook™

Title Experience the power of a bookbook™

Synopsis This advertisement of IKEA Singapore is a parody on Apple and their way of advertising their products. Using rather technical vocabulary, the new IKEA catalogue is introduced as a very innovative and special device, the bookbook, which comes at an extraordinary size and weight and pre-installed with many furnishing ideas (find transcript below).

Competences Listening-viewing, speaking, creative writing, lexical competence, imagination, presenting/promoting/persuading

Topics Advertisement/marketing, parody, introducing/presenting products

Level Advanced

Time 90 minutes

Steps (Global-to-detail approach): A. Lead-in a) Bring several examples of IKEA catalogues and ask students what this is. b) Ask pupils (in pairs) to describe the catalogue and present its functions/what it can be used for. c) Tell pupils that you are now going to watch a presentation of a product. B. First viewing Present the whole video. C. Checking global comprehension a) What was special about the presentation? b) Did the presentation remind you of another product? Why? c) What kind of words were used to make the product a special one? ( adjectives, intensifiers high-tech related vocabulary) D. Second viewing (guided) a) Divide class into two groups, pupil A and pupil B sitting next to each other. While watching, each group concentrates on one of the following tasks:

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Group A) Collect as many adjectives and intensifiers as you can understand in the video. (syntactical analysis) Group B) Collect all words describing technical features of the bookbook. (semantical analysis) b) Hand out and have pupils fill out M1a+M1b, have a third viewing if needed. E. Checking detailed comprehension a) Group A and group B gather within their groups to compare their findings. b) Discussion of tasks above. Fill-in unmentioned words/features, explain unknown vocabulary. F. Follow-up a) What is the aim of this parody on Apple clips? b) How is the product presentation structured? refer to AIDA-principle (Action, Interest, Desire, Action) c) Creative group work in groups of three to four pupils: come up with a short commercial clip! (find details on M2) d) Let some groups act out their clip in front of the class. Homework: Choose one fruit/vegetable and write a script for an introducing clip. Emphasize special features that make the product convenient and unbearable by comparing to a technical product! (150-200 words)

2.3 Video What I Really Really Want

Title What I Really Really Want

Synopsis The viral video is a form of an ad for a campaign for gender equality by the United Nations. The original song “Wannabe” by the Spice Girls is used for this short clip. It shows girls dancing in a style similar to that of the original Spice Girls video clip to the song, yet a little more aggressively. In between the dancing scenes, the video shows the slogans “End violence against girls”, “Quality education for all girls”, “End child marriage” and “Equal pay for equal work”. At the end of the clip there is an invitation for direct response on social networks such as Twitter, Facebook or Instagram to share their own wishes for gender equality. The social campaign hashtag #whatIreallyreallywant and the logos of the UN Global Goals initiative and other sponsors is shown.

Competences Listening-viewing, speaking, media competence, lexical competence

Topics Gender equality, gender roles, social media

Level Upper Intermediate

Time 90 minutes

Steps (10-step-approach to listening-viewing): A. Listening-viewing motivation Show picture of the Spice Girls M1 Questions: Who are these girls? Do you know any of their songs?

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B. Preparatory work Play part of the video without visuals so that students can concentrate on listening to the words first While-listening: gap-fill (lyrics) M2 Questions: How did you feel when you listened to this song? What is this song about? Check S answers C. First purpose What is the general message of the following video? (global listening-viewing) D. First Viewing Play video until just before the written question “What do you really really want” appears E. Global Comprehension Are these the Spice Girls? How can you tell? What is the general message of the clip? What do you think is the purpose of the video? Who do you think made this video? F. Second Purpose S are to note down the four main messages that appear G. Second Viewing Present video until the end H. Detailed Comprehension Check S answers, go into detail about the purpose of the video Questions: What do you now think about the purpose of the video? Do you agree with the message of the video? Why, why not? Do the message of the song and the message of the video correspond? Why, why not? I. Follow Up Task: S read responses (M3) to video individually and highlight ways of expressing agreement/disagreement Collect S answers on board Hand out sheet with agreement/disagreement vocabulary M4 Activity: Place posters with the main messages in the classroom (M5), S stand next to the one they think is most important (optional: include an “I disagree” poster). Ask S why they think the topic is important or why they disagree Task (this task requires computer and internet access): Group A: Find out what Project One is about and sum it up in two sentences so that afterwards you can present it to your classmates. Group B: Find out what The Global Goals are and sum them up in two sentences so that afterwards you can present them to your classmates. In groups of two (one of group A and one of group B) present the findings to each other.

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Homework: S are asked to write their own social media responses to the video under the hashtag #whatireallyreallywant. They are to fill out the blank Facebook post M6. They can choose if they want to support the campaign or write a critical opinion and can write their wish for gender equality as if they were posting a photo. Optional: S can publish their post and bring a print of it to class.

2.4 Video Look up

Title Look up

Synopsis The video shows how society has changed and criticizes the modern society and their usage of social media. This clip, which is based on a poem by Gary Turk, wants to show how much people are addicted to their phones and get more and more isolated from other people. It wants to emphasize that people become unsocial by using so-called “social” media and wants to remind people to stop this behavior because they miss so many chances in real life.

Competences Speaking, viewing, analyzing poems, creative writing, grammar

Topics Social media, isolation, reality vs. illusion, modern society and problems

Level Advanced

Time 90 minutes

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Steps (Pre-While-Post-approach): A. Pre-viewing 1. Poem Look up by Gary Turk: Teacher shows first line on transparency (M1) as a “silent impulse”. Are these really friends? 2. Teacher shows the second line What is the problem? What could be an overall topic? “I speak to them” Meaning? 3. T shows second verse: Which problem is meant here? 4. T shows third verse: “social” vs. “our doors we shut” →why? What are the disadvantages of social media? (think-pair-share) 5. Introduction of new vocabulary (M2) B. While-viewing (Segment approach) Worksheet 1 (M3): (Viewing-Answering Questions) Stops: 2:00, 2:20, 3:50

C. Post- viewing 1. Teacher hands out worksheet 2 (M4) 2. Pupils compare their solutions to the poem, complete information and select the poem into parts with a headline for each of them and find a title for the poem 3. Ergebnissicherung: Correction/comparison of worksheet and headlines 4. [optional]Discussion: What is the video’s/poem’s message? Do you have the same opinion? What are advantages/disadvantages of social media in general? (pair work) 5. Creative Writing/Exercise: “Give people your love, don’t give them your like” Make your own video to this quote in which you want to convince other teenagers to “look up their phones” in a creative way. (group work) Homework: Repetition of grammar (Conditional Sentences) (M5)

3. Materials


M1: Vocabulary explanation (blackboard)

charger a device that is used to recharge a battery (= fill it with electricity), e.g. in a mobile phone

maid a woman who works as a servant in a hotel or in someone's home

pickles a cucumber that has been preserved in vinegar or salty water, or slices of this

M2: Key words (handout)

Problems Key words

#1

#2

#3

#4

#5

#6

#7

#8

#9

9

#10

#11


M1a: Detailed comprehension (handout group A)

You know, once in a while, something comes along, that changes the way we live. A

device so __________ and __________, using it feels almost familiar.

Introducing 2015 IKEA catalogue, it’s not a digital book or an e-book, it’s a bookbook.

The first thing to note is no cables – not even a power cable. The 2015 IKEA catalogue

comes fully charged and the battery life is __________. The interface is 7.5 by 8

inches, but can expand to 15 by 8 inches. The navigation is based on tactile touch

technology which you can actually feel. Content comes pre-installed via 328 high-

definition pages of ___________ new furnishing ideas.

To start browsing, simply touch and grab. Right to left to move forward, left to right to

move backwards. Noticed something else? That’s right – no lag. Each crystal clear

page loads instantaneously, no matter how fast you scroll. If you want to get a quick

overview, just hold it in the palm of your hand and using ______ your thumb you can

speed-browse the content. If you find something you want to save for later, you can

________ bookmark it and even if you close the application, you can ________ find

the bookmark again. ___________.

What about multiple users? For that, we have introduced a simple colour-coded

system to avoid confusion. If you want to share a particularly inspiring item, you literally

share it. Another special feature is password protection, which is voice-activated:

“Excuse me, that’s mine!”

At IKEA, we feel the technology that is _______________ should be in the hands of

everyone. So, the 2015 IKEA catalogue is _______. You can download one from your

mailbox, the one you open with a key, if it’s not there, try to refresh the next day. Or

you can upload yourself to the IKEA store and find one there.

Experience the power of a bookbook.

M1b: Detailed comprehension (handout group B)

You know, once in a while, something comes along, that changes the way we live. A

device so simple and intuitive, using it feels almost familiar.

Introducing 2015 IKEA catalogue, it’s not a digital book or an e-book, it’s a bookbook.

The first thing to note is no _________ – not even a power cable. The 2015 IKEA

catalogue comes fully charged and the _____________ is eternal. The ____________

is 7.5 by 8 inches, but can expand to 15 by 8 inches. The Content is based on tactile

touch technology which you can actually feel. Content comes ____________ via 328

high-definition pages of inspiring new furnishing ideas.

To start browsing, simply touch and grab. Right to left to move forward, left to right to

move backwards. Noticed something else? That’s right – no lag. Each crystal clear

page loads instantaneously, no matter how fast you scroll. If you want to get a quick

overview, just hold it in the palm of your hand and using just your thumb you can

speed-browse the content. If you find something you want to _______ for later, you

can simply bookmark it and even if you close the __________, you can easily find the

bookmark again. Amazing. What about __________? For that, we have introduced a

simple colour-coded system to avoid confusion. If you want to ________ a particularly

inspiring item, you literally share it. Another special feature is __________ protection,

which is voice-activated: “Excuse me, that’s mine!”

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At IKEA, we feel the technology that is life-enhancing should be in the hands of

everyone. So, the 2015 IKEA catalogue is free. You can ____________ one from your

mailbox, the one you open with a key, if it’s not there, try to refresh the next day. Or

you can ____________ yourself to the IKEA store and find one there.

Experience the power of a bookbook.

M2: Group work task (OHP slide)

Your task: Imagine you work for a marketing agency which has been given the job to promote the unpopular products of textbooks to teenagers. Come up with an innovative short commercial clip that will change the way pupils see schoolbooks.

Time: 12 minutes


M1: Picture of the Spice Girls (OHP)

M2: Lyrics with gaps (handout)

What I Really Really Want

Yo, I'll tell , what I really really want,

So tell me what you want, what you really really want,

I'll tell , what I really really want,


I wanna, I wanna, I wanna, I wanna, I wanna really really really wanna zigazig ha.

If you want my future forget ,

If you wanna get with me better make it fast,

Now don't my precious time,

Get your act together we could be just fine.

I'll tell ____________________, what I really really want,


I wanna, I wanna, I wanna, I wanna, I wanna really really really wanna zigazig ha.

If you wanna be my lover, you gotta, you gotta, you gotta,

you gotta, you gotta, slam, slam, slam, slam

Make it last ____________

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Slam your body down and ___________________,

Slam your body down and ___________________ (uh uh),

Slam your body down and ___________________,

Slam your body down zigazig ah,

If you wanna be my _____________.

M3 Handout

M4: Vocabulary to help with discussion (handout)

As far as I'm concerned ...

I think ...

In my opinion ...

As far as I know ...

In my view ...

I don't think ...

I don't believe that ...

If you ask me ...

If you want my honest opinion ...

I totally/fully/partly agree.

I agree/don't agree with you.

I believe/don't believe ...

I'm convinced that ...

The way I see it ...

I don't think so.

You could be right.

That's right/wrong.

I can understand ...

That's why ...

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M5: Posters

END VIOLENCE AGAINST GIRLS QUALITY EDUCATION FOR ALL GIRLS

END CHILD MARRIAGE EQUAL PAY FOR EQUAL WORK

M6: Handout

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3.4 Video Look up

A. 1. - 4.: M1 (Transparency)

I have 422 friends, yet I am lonely.

I speak to all of them everyday, yet none of them really know me.

The problem I have sits in the spaces between,

looking into their eyes, or at a name on a screen.

I took a step back, and opened my eyes,

I looked around, and then realised

that this media we call social, is anything but

when we open our computers, and it’s our doors we shut

A. 5. M2 Vocabulary

companionship Gesellschaft

delusion Täuschung

greedy gierig

exaggerate übertreiben

glistening glänzen

insane irre, wahnsinnig

satisfy erfüllen

distraction Ablenkung

B. Worksheet 1 (M3) Video

Watch the video and write down some notes on the following questions / fill in

the gaps. (key words)

1. Name some problems and disadvantages of social media.

2. What was the situation of the narrator when he was a child? What

is now different?

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3. How can life be like without using the mobile all the time? Which

chances do you get? Write down some steps how your life can

develop.

4. What wants us the narrator to do and what are his warnings?

Don’t give in to a________ where you follow the hype,

give people your _________, don’t give them your ________.

Disconnect from the need to be heard and defined

Go out into the ___________, leave distractions behind.

________________________, shut down that _____________,

stop watching this ________, live life the _____________.

C.1.-3.: Worksheet (M4)

C.4. [optional] Discussion (pair work; questions on a transparency)

______________________________ (by Gary Turk)

I have 422 friends, yet I am lonely.

I speak to all of them everyday, yet none of them really know me.

The problem I have sits in the spaces between,

looking into their eyes, or at a name on a screen.

I took a step back, and opened my eyes,

I looked around, and then realised

that this media we call social, is anything but

when we open our computers, and it’s our doors we shut.

A world where we’re slaves to the technology we mastered,

where our information gets sold by some rich greedy bastard. […]

(students will receive complete poem)

Exercises:

1. Separate the poem into 4 parts and think of a headline for each part.

2. Find a title for the poem.

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Think about the following questions, write down some notes and discuss with

your partner (7 min.):

What is the video’s/poem’s message?

Do you have the same opinion?

What are advantages/disadvantages of social media in general?

C.5. Creative Writing/Exercise (task on a transparency)

“Give people your love, don’t give them your like”

In groups of five (30 min.): Make your own creative video to this quote in which

you want to convince other teenagers to “look up their phones”.

You can use parts of Turk´s poem, your own lyrics, a statement,

arguments;

You can rap, sing, use pictures, role plays … whatever you want to.

You are free in your work!

Don’t forget to film your performance!

D. Homework: Revision of grammar (Conditional Sentences Type 3) (M5)

Write down seven sentences: What would have happened to the young man in

the video if he hadn’t looked up his phone while crossing the young lady’s way?

Example:

If he hadn’t looked up his phone, he wouldn’t have seen the young lady.

If he hadn’t seen her, they wouldn’t have had a first date … etc.

4. Solutions


B.1 M1 Possible solution

Problems Key words

#1 charger, cell phone, cable length

#2 car, seat heating

#3 phone, bathroom, entertainment

#4 washing machine, clothes, smell

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#5 size of house, range of WiFi

#6 chewing gum, cold drinks, ice

#7 money, maid, name

#8 communication, cell phone

#9 cell phone, size of house

#10 WiFi, neighbours

#11 food, pickles

B.1 Stated problems

“I hate when my phone charger won’t reach my bed.”

“I hate when my leather seats aren’t heated.”

“When I go to the bathroom and I forget my phone.”

“When I leave my clothes in the washer so long they start to smell.”

“I hate it when my house is so big, I need two wireless routers.”

“When my mint gum makes my ice water taste too cold.”

“When I have to write my maid a check, but I forget her last name.”

“When I can’t walk and text at the same time.”

“When I leave my charger downstairs.”

“I hate it when my neighbours block their WiFi.”

“I hate when I tell them no pickles and they still give me pickles.”

B.2 Aim of video

A possible aim could be: to make people aware of the fact, that many of their

problems are unimportant/ridiculous and that there are parts of the world where

people have really severe life challenging problems.

B.3 Possible problems (examples)

“I hate it when I don’t have enough food.”

“I hate it when I don’t have enough to drink.”

“I hate it when I have to walk to school.”

“I hate it when I don’t have my own room.”

…

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C.1 Possible answers:

Why are the problems so different? Different parts of the word, different preconditions (depending on political, cultural, economical, … reasons)

What does first world and third world mean? First world = highly developed countries (mainly western part of the world, e.g. USA, Germany) Third world = developing countries (e.g. Africa)

term originally arose during cold war; nowadays term is used more generally for poor, non-industrialized countries

Where do the problems come from? Low economic development, debts, diseases, poverty, poor educations system …


Transcript

You know, once in a while, something comes along, that changes the way we live. A device so simple and intuitive, using it feels almost familiar. Introducing 2015 IKEA catalogue, it’s not a digital book or an e-book, it’s a bookbook.

The first thing to note is no cables – not even a power cable. The 2015 IKEA catalogue comes fully charged and the battery life is eternal. The interface is 7.5 by 8 inches, but can expand to 15 by 8 inches. The navigation is based on tactile touch technology which you can actually feel. Content comes pre-installed via 328 high-definition pages of inspiring new furnishing ideas. To start browsing, simply touch and grab. Right to left to move forward, left to right to move backwards. Noticed something else? That’s right – no lag. Each crystal clear page loads instantaneously, no matter how fast you scroll. If you want to get a quick overview, just hold it in the palm of your hand and using just your thumb you can speed-browse the content. If you find something you want to save for later, you can simply bookmark it and even if you close the application, you can easily find the bookmark again. Amazing. What about multiple users? For that, we have introduced a simple colour-coded system to avoid confusion. If you want to share a particularly inspiring item, you literally share it. Another special feature is password protection, which is voice-activated: “Excuse me, that’s mine!”

At IKEA, we feel the technology that is life-enhancing should be in the hands of everyone. So, the 2015 IKEA catalogue is free. You can download one from your mailbox, the one you open with a key, if it’s not there, try to refresh the next day. Or you can upload yourself to the IKEA store and find one there. Experience the power of a bookbook.

F. Possible Answers:

a) What is the aim of this parody on Apple clips?

to make fun of Apple products, to make fun of Apple’s mostly hyperbolic

launch campaigns, to make fun of people in general (because everybody is to

dependant on new technology), …

b) How is the product presentation structured?

Introduction: most important facts, name of product ( rising attention/making watcher curious)

General information about the product + examples ( creating desire)

Relating product to company, sum-up, slogan ( encouraging action)

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A. Possible Answers Who are these girls?

- A girl band - Posh Spice, Baby Spice, Sporty Spice etc. - Geri Halliwell, Victoria Beckham - The Spice Girls - I don’t know

Do you know any of their songs? - Wannabe - Spice up your Life - Don’t know any

B. Solutions M2

you what I want/ you what I want/ my past/ go wasting/ you what I want/

forever/ wind it all around/ wind it all around/ wind it all around/ lover

Possible Answers: How did you feel when you listened to this song?

- Happy - Angry - Empowered - Strong - Bored - …

What is this song about? - Lovers - Girls’ freedom - Girl power - Relationships between men and women - Making love - …

E. Possible Answers Are these the Spice Girls? How can you tell?

- Yes, they dance like the Spice Girls - No, they look different, the dancers change throughout the video

What is the general message of the clip?

- Girl power - Girls’/women’s rights - Gender equality - …

What do you think is the purpose of the video? - Raise awareness about issues of gender equality - Empower girls - Fun - …

Who do you think made this video? - An advertising company - Feminists - Women’s rights activists - Campaign for gender equality

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H. Possible Answers What do you now think about the purpose of the video?

- It has the same purpose as before - It is different, it is a campaign for gender rights - It is different, it is an advertisement

Do you agree with the message of the video? Why, why not?

- Yes, girls need more rights - Yes, girls are underprivileged - No, girls are equal in our country - No, I don’t see that girls need more power - No, I don’t feel that I have less opportunities than boys

Do the message of the song and the message of the video correspond? Why, why not?

- Yes, they both promote girl power - No, making love and gender rights don’t fit together - …

I. Highlighted Solutions: True but/ I’d disagree /I’d say/ Amanda I agree with all the comments on the video although slightly take issue with one/ Sam Collymore even though I get your point Activity – Possible Answers

- Women should get payed the same as men - I disagree, girls already get a good education/ do the same jobs/… - Girls in some countries don’t go to school because they do housework - Everyone should be able to choose who they want to marry - …

Group A: Find out about what Project One is about and sum it up in two sentences so that afterwards you can present it to your classmate. Answer: The United Nations started an initiative called the Global Goals for sustainable development to end poverty, fight inequality & injustice & fix climate change. The aim of Project Everyone is to make the global goals known all over the world. Group B: Find out what The Global Goals are and sum them up in two sentences so that afterwards you can present them to your classmates. Answer: The Global Goals are a plan to end poverty, fix climate change and address inequalities over the next 15 years. Among the most important goals is gender equality. D. Sample Homework

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4.4 Video Look up

A. Possible Answers

1. Are these really friends? → No, most of them are just names on the screen;

they don’t really know each other.

2. - What is the problem? → they don’t know each other in real life.

- Overall topic: social media.

- I speak to them” in the sense of “writing”.

3. What problem is meant here?→ they don’t meet each other, don’t talk to each

other, etc.

4. - “social” vs. “doors we shut” → even if you are connected to each other you

are alone at home

- Disadvantages of social media? → people become unsocial, no real

communication, etc.

Worksheet 1 (M3)

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1. Loneliness, isolation, illusion, information gets sold, no emotions, negative way

of being alone (as an opposite of other silent activities, e.g. reading, painting

etc.), no more real communication, children are like “robots” who need iPads to

play games, people become unsocial, etc.

2. Children played outside with friends (outdoor activities, e.g. biking), “holes in

trainers”, “graze up our knees”

Now the swings are hanging still, no skipping, no hopscotch

3. You can find a girl, fall in love, get married, get children, become granddad,

love each other for a whole life

4. Don’t give in to a life where you follow the hype,

give people your love, don’t give them your like.

Disconnect from the need to be heard and defined

Go out into the world, leave distractions behind.

Look up from your phone, shut down that display,

stop watching this video, live life the real way

Worksheet 2 (M4)

1. Title

2. Headlines for different parts:

Problems and disadvantages of social media (l. 1-40)

The narrator’s situation when he was a child and the current situation (l. 41- 52)

New chances in life (l. 53- 71)

Warnings and advices (l. 72- 83)

4. Message: Don’t use social media that often but go outside and take the

chances you get there!

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5. Bibliography

Cambridge Online Dictionary. http://dictionary.cambridge.org/dictionary/english/charger

http://dictionary.cambridge.org/dictionary/english/maid http://dictionary.cambridge.org/dictionary/english/pickle?q=pickles (last accessed

August 13, 2016). Helm, A. 2012. First World Problems Anthem.

http://www.viralvideoaward.com/first-world-problems/ (last accessed August 12, 2016).

Henseler, R., Möller S., Surkamp, C. 2011. Filme im Englischunterricht –Grundlagen, Methoden, Genres. Seelze: Kallmeyer.

Hyperdictionary. http://www.hyperdictionary.com/video/viral-video.html (last accessed August 28, 2016).

IKEA Singapore. 2014. Experience the power of a bookbook™. https://www.youtube.com/watch?v=MOXQo7nURs0 (last accessed August 13, 2016).

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Sample Lessons for viral shorts - uni-augsburg.de · Sample Lessons for viral shorts Table of Contents 1. ... the video shows the slogans “End violence ... #whatIreallyreallywant