Using films and videos in foreign language lessonsEve Unt

Maive Salakka

2014

Why use films?

Motivating and creates interest Authentic and varied language Communicating cultural values Bring the outside world into the classroom Extends the learning beyond the textbook Meets needs of different learning styles Brings variety into classrooms etc

Techniques for using films

Silent viewing (vision on/sound off) Highlighting the visual content Stimulating student language Stimulating fantasy, (soundtrack)

TASK EXAMPLES:

* short scenes shown, students guess the actual text

* longer scenes shown, guessing the gist of the conversation, general situation

* producing oral or written commentary on what they see: https://www.youtube.com/watch?v=YR5ApYxkU-U (0:25)

* short scenes for writing screenplays

Sound on/vision off (sound only) Attention to what can be heard on the soundtrack

(dialogue, sound effects, music) Make predictions about setting, the situation, the

characters

TASK EXAMPLES:

* Draw a picture, series of pictures of what could be

* Students respond to a series of questions (e.g. Where are the people? How many people? What are they doing? )

* Producing oral or written commentary on what they hear

* Drawing a list of things/people/actions/etc students expect to see on the screen

Pause/still/freeze-frame control Interrupt the action at selected points

TASK EXAMPLES:

* Pause at the beginning of each dialogue, students predict the line they will hear

*Pause at strategic points in action, students describe what has happened or make predictions of what will happen

e. g. Tom Brown’s Schooldays

https://www.youtube.com/watch?v=s1MK7YEP-kY (48: 25 – 51:39)

* Pause at points where actors use meaningful gestures/facial expressions, students suggest thoughts and feelings.

Normal viewing (sound and video on) Tune in (students gradually guided and involved in the plot, characters, the

setting of the film)

TASK EXAMPLES:

prediction-based activities, brainstorming, speculation patterns with the aid of visual aids (pictures, vocabulary banks with words and expressions from the story) ; questions related to the topic

While watching ( Students exposed to a variety of activities )

TASK EXAMPLES:

problem solving, filling blanks, multiple matching, ordering events, true and false or comprehension questions, a list of items to look out for during the movie

After watching

TASK EXAMPLES:

role-play of the best parts, group debates based on the moral of the plot.

written homework assignment (describe the favourite character, writing a film review , an article); a worksheet for students to fill out after watching the movie

Split viewing Some students “viewers” (see the video, no sound) others

“listeners” (hear the soundtrack, no video) Information gap task (describing the information

seen/heard) Constructing together the whole sequence from the

elements they have seen/heard Asking questions about the scene to reconstruct it

Jumbled sequence Dividing a sequence into sections, playing them out of order

Stimulates discussion, focuses students on editing techniques and actual storyline

TASK EXAMPLES:

*Show the beginning and end of a sequence, guessing what happened in the middle

* Showing a number of sequences out of a programme order, ordering them

* Mixed up films

3 keys to the successful use of films: Film selection

Short film clips more useful than longer

Film clip played at least 3 times (general comprehension, more detailed study, discussion); depends on the activities, language level

Activity choice Adaption to the level of students

Implementation Preparation of activities

Different sources of videos/films Youtube

Busy Teacher

http://busyteacher.org/14023-ted-talk-try-something-new-for-30-days.html

Movie Segments to Assess Grammar Goals

http://moviesegmentstoassessgrammargoals.blogspot.com/

Movie Worksheet database

http://moviesheets.com/

TEDx Talks https://www.ted.com

local speakers presenting to local audiences about everything from politics to pollination. Hosts all of their talks for the world to enjoy, explore, and use.

Jamie Oliver http://www.ted.com/talks/jamie_oliver (12.10 - 13:59)

TED-Ed Videos https://www.ted.com/watch/ted-ed

Bibliography Stempleski, S. and Tomalin, B. 2001. Film. Oxford: Oxford University Press.

Kelly, M. Pros and Cons of Using Movies in Class Available at: http://712educators.about.com/od/curriculumandlessonplans/a/Pros-And-Cons-Of-Using-Movies-In-Class.htm Accessed Oct 14. 2014

Making the Most Out of Movies in the Classroom. Available at: http://www.teachhub.com/making-most-out-movies-classroom. Accessed Oct 15, 2014

Mari, A.M. Movies in the English classroom. Available at: http://www.teachingenglish.org.uk/article/movies-english-classroom. Accessed Oct 15, 2014.

Louw, S. Using movies in the classroom . Available at: http://www.teflasia.com/teacher-talk/using-movies-in-the-classroom/ Accessed Oct 14, 2014

Prata, V. English on the screen: using movies in the classroom. Available at: http://www.eltcommunity.com/elt/groups/video/blog/2010/05/10/movies-in-the-classroom. Accessed Oct 14, 2014.