Expanding your repertoire

What is distinctive about f i lm?Places language in context in a unique wayCultureAccurate representation of language in useAccess to a cultural form

In the target language

Learning to view

Viewing to learn

Making a start: Presentation

1. Switch down the sound2a Show the extract and ask pupils to guess what is

happening - or to predict what might happenor2b Show some key words from the extract and relate them

to the pictures

Making a start: PresentationShow small selection of images from film. What order will

we see them in? How do you know?Switch down the sound.Show the extract and ask pupils to guess what is happening -

or to predict what might happen.and/orMatch key words and images.Show film to test predictions.

Listening skills

order the text /pictures but do not touchwho said?magic pause buttongap fillingmultiple choice questionstrue/false questions and statementsproof marking (did you hear A or B?)hands up when you hearselect words from gridsrecall of key phrases

Speaking skillsduring viewing

Learners report phrases with or without help of teacher/sub-title e.g.

‘Predictive speech’ - teacher stops film: what is he going to say/do (next)

What would we like to ask…?Descriptions and summaries while the film is running (no

sound)

Speaking skillsafter viewing

Mime-cues - someone mimes a section that is then described by class

Information gap activities and role playPair discussions – listening and viewing gridsReportage

Writing

•Storyboarding•Sub-titles•Prediction•Alternative ending•Review

Reading

Script (transcribed) Own and each other’s written work

Over to youChoose 2-3 approachesAdapt if necessary (DO take ownership!)Try them with a film of your choice and your own pupilsReflect and evaluateDevelopReport back