Universität Zürich
Fachdidaktik Englisch
Video Session: Michael Rutman
April 29th 2010
Video in the EFL Classroom: Practical Examples
We are going to see and hear two sequences from British films. In the first you will only hear
the soundtrack, in the second it will be ‘vision only’.
Sequence One: (sound only)
As you listen, make notes about the following:
• the sounds that you can hear (background noises, outdoors / indoors), music
• the number of people in the sequence, what you think they are like, what they might be
wearing, how they behave, what the music suggests etc.)
• the situation, what do you think is happening?
Sequence Two (vision only)
We are now going to watch a scene in an English park (without sound). What can you say
about the people you can see: a man dressed in a captain’s uniform, a nursemaid (nanny),
a man with a walking stick, a policeman? (age, character)
• What do you think the nanny and the man with the walking stick say to each other?
• What do you think the man with the walking stick and the policeman say to each other?
• Write down the sequence of actions in the scene
• What did you notice that was unusual?
• What do you think will happen next?
Universität Zürich
Fachdidaktik Englisch
Video Session: Michael Rutman
April 29th 2010
Video Session April 29th 2010
1
Who has done some work with video in the classroom?
3’
2
Why work with video?
Variation to coursebook
Visual interest
Good for listening comp (sound backed up by images)
Adds a new dimension to your teaching
5’
3
A few tips to begin with:
a) you only need 3-4 minutes of video for an hour's lesson
b) make sure students work and do not just consume
c) always ask some pre-viewing questions
d) hand out useful worksheets
e) adapt the task to the level (i.e. the video sequences may have complex
language but the task can be made simple - aim for global understanding)
f) familiarise yourself with the equipment: try to experiment before you go
into class. If in trouble, ask a student for help!
5’
4
Sequence 1
What can you do with films? (applies to other material)
Sound and vision: separate one from the other
Hand out sheet: Ladykillers
17’
5
Sequence 2
Vision only: 39 Steps
6
7
8
Comments on sound /vision
17’
Sequence 3
What to do with Mr. Bean
Imagine you are in an indoor swimming pool. You look around.
What can you see? (a few minutes contemplation)
Now write down ten words for what you can see.
What activities can you see?
What’s he going to do next? Speculate on Mr Bean. What kind of person
is this?
10’
Sequence 4
Pre-viewing: 2 men (strangers) meet on a train.
With partner: write storyboard for first 3 minutes of film:
pay attention to camera angles, view of train etc.
Collect ideas - discussion of group work Strangers on a Train: watch
20’
Sequence 5
Shallow Grave
What questions would you ask a person who
you wish to share a flat with?
Groupwork.
Watch sequence and add questions.
What does this tell you about the people here?
20’
Universität Zürich
Fachdidaktik Englisch
9
Sequence 6
Video Session: Michael Rutman
April 29th 2010
Advertising: Popular Culture in the Classroom
What do you understand by Popular Culture?
ads, posters, music, you-tube videos, blogs, myspace, facebook, twitters, rap music,
text messaging, tags, jokes, anecdotes, TV catch-phrases, Little Britain, pictures, photos,
personal pinboards, fridge magnets, T-shirt slogans, diaries, journals, lyrics, computer games,
recipes, subtitles, comic books, fashion, wikipaedia, cartoons, comic strips, newspaper
articles, headlines, captions …
How a specially made video can be used to train
critical thinking.
a) Pre-Viewing: Watch the video and share your initial reactions
(pairs)
b) Discuss source of video: why was it made, what are the
motivations and intentions of the film-makers?
c) What’s a campaign? Who designed it? Who’s it aimed at?
d) Some language work
e) Self-esteem: what does this mean and how does it affect us?
f) Would you want to use this with a group of students?
If so, why? If not, why not?
20’
10
Sequence 7
Four Weddings and a Funeral (no sound)
Devise an exercise for a class
15’
11
Sequence 8
Rain Man: What is the problem here?
How would you calm someone down?
10’
12
Sequence 9
On Golden Pond (relationships and body language) 7’
13
Sequence 10
Surviving in the Sahara (Total English 4)
14
Sequence 11
Carry on Doctor / slapstick comedy (TE 7) 15’
Mention other books, hand out worksheets:
grahamworkman@aol.com
www.campaignforrealbeauty.com
http://iatefl.britishcouncil.org/2009/node/1151/
share other information
15’