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S W O R D T O S U C C E S S

R E A L E A S E D : : ‘ ‘ M O V I I E M A N I I A ’ ’ .

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G O N N A W A T C H ?

I I N T R O D U C T I I O N

It is more and more difficult to grasp our students’ attention and to involve them in the language learning process. Films, commercials and the Internet can be the passwords to gain their interest. Here, we will try to explore a diversity of communicative, linguistic and cultural activities based on the use of films, video clips, flash animations and webquests. But first, let’s recall some of the basic concepts that underlie the exploration of this resource.

W H Y U S E F I I L M S I I N T H E C L A S S R O O M ?

▪ ▪

Students are exposed to how people talk;

▪ ▪

Scripts can be engaging, interesting, appealing;

▪ ▪

Listening skills can be greatly improved;

▪ ▪

Films are highly motivating;

▪ ▪

There is the advantage of sight and sound;

▪ ▪

The teacher can introduce some culture and idioms related to the sections of the film;

▪ ▪

Films can lead to a pleasant and relaxing classroom atmosphere;

▪ ▪

…

H O W T O U S E F I I L M S ?

▪ ▪ to present new language;

▪ ▪ to encourage discussion;

▪ ▪ to develop grammar and vocabulary;

▪ ▪ to facilitate listening comprehension;

▪ ▪ to focus on cultural items;

▪ ▪

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APPI, Lisboa 2005 Teresa Pinto de Almeida & Paula Araújo

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M A T E R I I A L S S E L E C T I I O N ( (

T H I I N G S T O C O N S I I D E R ) ) : :

1) INTEREST

Will your students enjoy and become engaged with the materials you select?

2) PURPOSE

What is your goal in using these materials?

Is the language in the materials similar to that which your students will need to listen to for other purposes in their lives?

3) LANGUAGE

Is the level and type of language appropriate for your students’ needs? Sometimes movies are difficult to understand (jargon, slang, intonation,…);

4) CONTENT

Is the content suitable for your students?

U S E F U L T E C H N I Q U E S T O U S E W I I T H M O V I E S / / V I I D E O S : :

B A S I I C P R O C E D U R E S : :

▪ ▪

Divide the film into sections;

▪ ▪

Before watching each section, check students’ understanding of important new words;

▪ ▪

While watching each section, students carry out specific activities (note-taking, ordering events, …);

▪ ▪

After watching, give students a topic to discuss or engage them in writing or drama activities.

O T H E R S T R A T E G I I E S : :

▪ ▪

Freeze the frame (for picture talk, description of places, people, etc.);

▪ ▪

Fast-forward segment and get students to note down everything they can see;

▪ ▪

Use only the sound (to imagine pictures, feelings, settings, etc.);

▪ ▪

Do silent viewing (students can watch a short segment and be asked to create a dialogue and role play it);

▪ ▪

Do a normal viewing of a segment;

▪ ▪

Stop the video before the end and ask students to predict what will happen next;


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▪ ▪

You can then either show them the end, or turn the TV around so that they can only hear what happened.

A C T I I V I T I I E S F O R S T U D E N T S : :

▪ ▪

Imagine the middle part of the story;

▪ ▪

Guess the setting;

▪ ▪

Match dialogue lines to the picture;

▪ ▪

Imagine what somebody is thinking;

▪ ▪

Predict what someone will say next;

▪ ▪

Engage in Intensive listening/viewing

1

(listening to try and understand every word/detail);

▪ ▪

Engage in Extensive listening/viewing;

▪ ▪

Explain what has already happened;

▪ ▪

Put dialogue or paragraphs in order according to the video sequence;

▪ ▪

Give a title to a passage on the video;

▪ ▪

…

P r a c t t i i c a l l A c t t i i v i i t t i i e s

P A R T 1 – B R E A K I I N G U P F I I L M S I I N T O S E C T I I O N S

Here we’ll try to show how to use short sequences of films related to some of the topics presented in the syllabus for Secondary School. It can be argued that students will object if they don’t see the whole film.

However, we must bear in mind that films are just another resource in the classroom. When students watch extracts of films in English, they are exercising their listening skills as they do when they listen to an audiotape. So if we find a short sequence which suits our students’ needs and our particular purposes, there is nothing wrong with using only that sequence.

Below are some viewing tasks for students to carry out during or after viewing. Some of the activities involve watching a sequence without sound and drawing on visual clues while others focus on listening to the soundtrack to stimulate discussion among students as to what they think the film will be about.

1 As the syllabus for Ensino Secundário points out, listening/viewing activities can be carried out extensively. Films can also be used as the basis for a different type of text: the screenplay/script. Films can be a prompt for extensive reading: providing the students extracts of a screenplay/script. You can find an example of an extensive reading project based on a film and script at www.netprof.pt

– THE TRUMAN SHOW extensive reading project.


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1 .

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V I D E O : : D E A D P O E T ’ ’ S S O C I I E T Y

Techniques: soundtrack without pictures / intensive listening a) Identify all the sounds in the video sequence.

1. ________________________ 4. __________________________

2. ________________________

3. ________________________

5. __________________________

6. __________________________

2 .

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V I D E O : : S T E P M O M (timing 0:45:52)

Techniques: freeze-framing / predicting / expanding vocab-slang

2.1. Scene – timing 0:45:52 a) Take a look at the frozen image. How does the teenager feel? Tick the right alternatives below. You can add to this list.

▪ ▪ worried

▪ ▪ puzzled

▪ ▪ excited

▪ ▪ betrayed

▪ ▪ determined

▪ ▪ upset

▪ ▪ overjoyed

▪ ▪ frustrated

▪ ▪ down-hearted

▪ ▪ outraged

▪ ▪ sad

▪ ▪ furious b) Try to guess the reasons why she feels that way.

▪ ▪ e.g. she had bad marks at school

▪ ▪ … c) She complains that ( scene – timing from 0:45:52 until 0:47:30)

▪ ▪ _____________________

▪ ▪ _____________________

3 .

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V I I D E O : : V E R O N I I C A G U E R I I N

Techniques: freeze-framing / predicting / expanding vocab-slang

3.1. Scene 1 – Introductory scene (timing 0:0:28 – 0:3:32’) a) Watch the first sequence of the film to fill in the following grid.

1.The setting of the first scenes


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2. The name of the newspaper Veronica works for

3. Her mother’s wish

4. The judge’s decision

5. Veronica’s behaviour after seeing the judge

6. Her colleagues’ reaction to the judge’s decision

7. The motor-bikers’ actions

3.2. Scene 2 – (timing 0:7:00)

a) Watch scene two. Try to put the events in the correct order.

1. Veronica looks horrified at the kids playing with needles.

2. Veronica walks along a shabby corridor.

3. She meets some drug dealers standing next to their new Mercedes.

4. The junkies tell her how much they paid for the drug.

5. Veronica tries to get information from a young man.

6. The journalist pulls up in front of some derelict buildings.

3.3. Scene 3/4 – (timing 0:11:35 – 0:13:37) ones.

a) Which of the following words or phrases related to the media did you hear?

Circle the right tabloid biased news big news stories headlines

Propaganda human interest large circulation half-decent bollocks readership sensational news broadsheet newspaper article

Scoop

b) Answer the following questions.

▪ ▪ How does Veronica feel about her job? Why?

▪ ▪ What does he think of her as a journalist?

▪ ▪ What is her husband like?

▪ ▪ What sort of relationship do they have?

▪ ▪ What does Veronica complain about?

▪ ▪ What does she want to do as a journalist? Why?

▪ ▪ How does her husband take it?


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3.4. Scene 5 – (timing 0:13:30)

a) Fill in the gaps below with one to four words.

– ___________ are using the underage kids to do their business. They know the Gards won’t touch the kids. Everyone knows ____________________. Eight kids from this block alone died from drugs last year. Eight. All of them ____________. Four of them were me sister Iris’s kids.

TDS, Gards close their eyes. Call it a family. But for some families these kids are dead already.

So we formed _______________________________, made it our problem. I’d really appreciate if you write something about it.

– How often do you _______?

– _______________.

– It’s quite a _____________.

– It’s quite a problem.

b) Get in groups to discuss the following issues.

▪ ▪ What is the role of a journalist?

▪ ▪ How far should a journalist go to write a story?

▪ ▪ How far should they go to protect their sources?

▪ ▪ Do they have the right to invade people’s privacy? Why? Why not?

__________________________________


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P A R T 2 – V I I D E O C L I I P S / / F L A S H A N I I M A T I I O N S

DVDs and the Internet have become powerful allies as far as classroom resources are concerned. It has become easier to get access to short video clips or animations which can be very useful in class due to their short duration.

DVDs usually offer us the MOVIE TRAILER (which can also be found ONLINE) and on the

INTERNET you can find hundreds of short video clips / flash animations and even TV commercials that can be either downloaded or watched online (streaming).

1 .

.

V I D E O C L I P : : N E W S R E P O R T

T e c h n i q u e s : sound & subtitles off / predicting / translating

This video clip can be downloaded from http://www.koreus.com/files/200409/news-report-fromiraq.wmvaddam

.

1.1. Try to complete these tongue-twisters below.

She sells sea shells by the sea shore…

Peter piper picked a peck of pickled peppers…

Round the ragged rocks the ra…

1.2. Watch the video clip very carefully. Answer the following questions:

▪ ▪ Where does this scene take place?

▪ ▪ What is happening here?

▪ ▪ What can they be talking about? In what language(s)? What are the things that you expect them to say?

1.3. Watch the video clip very carefully again (sound and subtitles on). Answer the following questions: a) Why is the resistance leader upset? b) Do you agree with his opinion about the Americans? Why?/Why not? c) Can we say that the characters are stereotypes? Explain. d) What is the aim of this video clip?

1.4. Rewrite the script (handout1) in order to create a “real” news report.

1.5. Translating a ) ) Imagine you are a translator working for a Portuguese network station. You need to subtitle the video clip in Portuguese. Translate the original script (handout1). b ) ) Use Windows Movie Maker to subtitle the video clip.


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2 .

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F L A S H A N I I M A T I I O N

: : T H E M E A T R I I X W E B Q U E S T

T e c h n i i q u e s : summarizing / note-taking

The flash animation can be seen at http://www.themeatrix.com

. The Webquest’s address is http://www.greenwebquest.no.sapo.pt

.

2.1. Complete the following text with the following words: a n i i m a l l f f a r r m i i n g / / a n i i m a l l p r r o d u c t t s / / b l l u e p i i l l l l / / c o n s u m e r / / c o w / / f f a m i i l l y f f a r m / / f f a n t t a s y w o r r l l d / / m e a t t / / o n e / / p a r o d y / / p i i g / / r r e a l l w o r l l d / / r r e d p i i l l l l / / t t r u t t h

This flash animation is a ___________ of the film “The Matrix”. It aims at making the ___________ aware of the danger and cruelty of____________.

In The Meatrix , Leo is a __________ and Morpheus becomes Moopheus, a ____________.

Leo lives quite happily in a ____________ when Moopheus comes to tell him about the

____________, the world of the Meatrix where ___________ and ___________ come from.

In order to discover the Meatrix Leo has to choose between a _____________ and a _____________.

If he swallows the red pill he will know the _____________ whereas if he swallows the blue one he will stay in the ____________. He chooses the red ___________.

2.2. Answer the following questions about the film: a.

What food does factory farming produce? b.

When was factory farming born? c.

Who was it created by? d.

Why was factory farming created? e.

How are the animals treated in these farms? f.

What do such conditions cause among animals? g.

To stop the chickens from fighting and hurting themselves the corporations turn to systematic mutilations such as ________ and to fight diseases from spreading the machines add ______ to their feed. As a consequence we breed some super strains of disease causing germs so every day we get close to an __________. h.

Amount of excrement produced by factory farming each year: _______________. i.

The excrements pollute __________________. j.

Communities living near factory farms are not at risk. TRUE or FALSE? ___________ k.

Factory farming is a threat to independent family farms. TRUE or FALSE? _________ l.

Since _______ 2 million small hog farms have disappeared.

3 .

.

T V C O M M E R C I I A L S


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How many of us have complained about the never-ending parade of commercials on TV? Well, commercials are actually very interesting to use in class: to approach the topic of advertising or any topic referred to in the ad; you can use a commercial as a short video clip to work vocabulary, grammar, the four skills (create dialogues/role play; recreate the ad; narrate the events; summarizie; predict …). You can either record commercials from TV or use the Internet to retrieve them (check the online resources list at the end).

The following activities were based on some commercials which can be found at www.pubstv.com

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C O M M E R C I I A L 1 http://www.pubstv.com/publicite/afmarque-0-381/aspirina.html

1.1. Watch the video clip very carefully.

How good is your memory? Try to recall all the objects you have seen in the commercial.

1.2. Watch the video clip again. Answer the following questions: a) What is the man’s problem? Can you imagine reasons for his condition? b) Why does he drop water on his partner? c) Can we say that this commercial is based on stereotypes? Explain.

C O M M E R C I I A L 2 http://www.pubstv.com/publicite/afmarque-0-321/arena.html

2.1. Watch the video clip very carefully. You are going to add text to it in order to create a new commercial. Use Windows Movie Maker to insert your text.

C O M M E R C I I A L 3 http://www.pubstv.com/publicite/afmarque-0-315/passionata.html

3.1. Watch the video clip very carefully. Can you imagine this commercial as being a trailer to promote a movie? Change this commercial by adding text to it in order to create a trailer for an up-coming movie. Use Windows Movie Maker to insert your text.

C O N C L U S I I O N

Finally, let us emphasize that films, commercials and webquests are highly motivating and challenging tools to stimulate communication in the classroom. Besides providing variety and entertainment they are also an excellent aid for extended listening to the English language. They let us bring into the classroom different

‘Englishes’ and the most realistic examples of the language in use.


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O N L I I N E R E S O U R C E S

: :

FILMS http://www.filmeducation.org

http://www.moviesintheclassroom.com

http://www.eslnotes.com/synopses.html

The Internet Movie Database- http://us.imdb.com/

All Movie Guide– http://www.allmovie.com

Internet Archive Moving Image Archive- http://www.archive.org/movies/movies.php

SCREENPLAYS/SCRIPTS http://www.script-o-rama.com/oldindex.shtml

http://simplyscripts.com/ http://www.dailyscript.com/

COMMERCIALS (free downloads) http://www.pubstv.com

http://www.visit4info.com

TRAILERS http://www.apple.com/trailers/ http://www.comingsoon.net/trailers/ http://www.english-trailers.com/

FLASH ANIMATIONS http://www.themeatrix.com

http://www.krafty.org

http://www.freerangegraphics.com

http://www.bbc.co.uk

WEBQUESTS http://webquest.sdsu.edu/webquest.html

http://greenwebquest.no.sapo.pt/


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19th APPI Conference – 2005

Teresa Pinto de Almeida

Paula Maria Correia Araújo


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