World History Crash Course in Globalisation 

How would you use  this 11-minute-long video in the classroom?  

 Level: Intermediate+

Goal: students practise listening comprehension, revise and get to know vocabulary, revise the concepts they know from history and civics.

Time: from 25 minutes to??

Frankly speaking, I didin’t use that in the classroom. I pre-taught some essential vocabulary, explained the concepts and asked my students to watch the video at home and welcomed them with a simple comprehension check questions next time in the class, like this:

  • Why do we learn history?
  • In what way is a t-shirts a cause and result of your ambition?
  • What is globalisation expressed in?
  • Why is American cotton cheaper than others?
  • Why is spinning and weaving not done in America if cotton is produced there?
  • What are blanks?
  • What is the most expensive part of t-shirt production?
  • What is a symbol of consumptionism and why?
  • What is the World’s Bannk’s definition of poverty?
  • What are advantages and disadvantages of globalisation?
  • What is green revolution?
  • What does the program host reminds us to be?

Concepts to explain before watching:

  • Globalisation 
  • Capitalism
  • Marxism
  • Wholesale
  • Retail
  • Industrial revolution
  • Consumer goods
  • Free trade

Vocabulary:

  • Penultimate 
  • Strings attached
  • Shipping 
  • Crumble
  • Cog in the wheel
  • Unsustainability
  • Jump on the bandwagon
  • Side effects 
  • Remittances 
  • Dang 
  • Unique cable ambition of humans
  • Invincible 

What points covered in the video you don’t agree with? Why? And well, if you agree with everything, that’s wrong, believe me!

Information items that could be questioned:

  • Is American cotton cheaper?
  • Do Chinese, Taiwanese, Korean workers have a better life because they can work in Apple/ Reebok factories?
  • How shipping products through multiple points can be less expensive than local production of goods?

Encourage students to approach the video criticism! That may provoke some debate. If students are unsure of the fact/ opinion, refer them to other source over the net.

How did you like that?

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