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Television and movies in the classroom

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Presentation about using movies and television in the classroom to improve the English skills and also to motivate students.

Presentation about using movies and television in the classroom to improve the English skills and also to motivate students.

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Transcript

  • 1.  
  • 2. TELEVISION
    • “ It’s no use complaining that children today would rather watch TV or videos than read”.( Philippa Thompson, 2000)
    • Teachers should try to take advantage of our students’ viewing habits as a starting point for developing more active literary skills.
    • We need to keep updated in terms of what are our students interests and what the like watching most, to keep their motivation high and fulfill various assignment and feel that we are succeeding .
    • TV programs may be used as warming-up activities, pre-activities for the coming issue, as supplementary materials for a certain topic, for up-to-date information, to update the information in the textbooks, etc.
    • We can also try to use documentaries, especially those on Wildlife, Discovery/History Channel, which have openned valuable windows
  • 3.
    • windows for our students.
    • By using them our students can learn about language, cultures, science, etc.
    • Some of these documentaries, if carefully selected may be used successfully in the classrooms and be a part of the curriculum. They may help students to better understand the subject.
  • 4. MOVIES (VIDEOS)
    • Let’s encourage our students to to see as many films as possible outside the classroom or parts of films in the classroom.
    • Watching films:
      • It increases their visual and critical awareness.
      • can be realized through recording them.
    • We can try to make the activity of watching a film an active more than a passive one.
    • How can it be done:
      • setting questions about the film,
      • promoting discussions in small groups,
      • asking the students to comment on various things,
      • inviting criticism, etc.
  • 5.
      • We may also stop the film from time to time and ask the students what has happened so far or guess what might happen next.
      • Another way might be turning the sound down and asking the students to imagine or make up dialogues.
    • It is difficult to use films in the classroom. Sometimes they are difficult to understand but we may find some which are not so difficult or we can get some help by using subtitles or captions.
    • They (subtitles) make understanding the language easier as listening to authentic language is more difficult than seeing the expressions written, thus matching the words with pictures and voice. Jane Shermon says.
    • Let’s keep the following in mind: “The eye is more powerful than the ear”. ( Jane Sherman, 2003)
    • We know that watching a full feature film needs more time than teaching hours.
  • 6.
    • So, we need to be able to fit films into a classroom schedule organizing different activities that help this aim.
    • to save time:
      • We might tell the story of the film ourselves.
      • Illustrate it by showing three or four key scenes without telling the end.
      • Ask students to watch the film themselves in the video-classroom or at home and come the next day and present what they watched and what happened in the film
    • Another way of using the films to teach English is that of comparing the film with the book if the same story appears in both ways. This kind of activity can be done before or after watching the film, it can be used to adopt or compare characters, to compare differences and similarities, using diagrams to compare a book we may be reading to the film.
    • We may also give assignments to our students, write about your favorite film, your favorite characters, your favorite actors, what makes them your ‘favorites’, the differences you see if a book has been made into a film, etc.
  • 7.
    • Other ways of using films in the classroom are: Segmenting the film, pre-watching, while-watching and post-watching activities, which are very useful as cloze exercises, quizzes, related readings, web sites, film presentations, discussions, research work, etc.
    • Of course, there are not ready made recipes to be followed. Teachers should be creative and decide themselves for the procedures that they feel that have worked well.
    • Watching a film in real life is usually fun and relaxing. We the teachers should try to create a similar atmosphere in the classroom so that both the teacher and the students enjoy the film and the tasks along with it.
  • 8. Role play: Interviewing Famous People
    • Task: to create a script and an oral presentation based on a famous person. The oral presentation should be a TV or a radio show. (You have to hand in a video or a recording with the interview.)
    • Conditions: in pairs
    • Time: 5 minutes per person.
    • Additional Information:
      • Each student will pick up a role, one will be a famous character and the other one a journlaist.
      • Scripts should be written collaboratively .
      • When you perform you should have your lines memorised.
      • Stage directions should be included in the script.
  • 9.
      • You need to submit one typed script per pair which should have the following format:
    • THE SUITCASE KID
    •   Scene
    • Andy showing her photos to her mum (Chapter: “P is for Photographs”)
    • Cast of Characters
    • Andy (Paula)
    • Mum (Josefa)
    • Katie (Rocio)
    • Paula ( Maria)
    • Graham (Ignacio)
    •  
    • Set and costume suggestions
    • Andy is wearing a blue jumper with polker dots on it, Mum is wearing a long green dress or other
    • clothes typical of a mum. Katie is wearing her pajamas, paula is wearing ………………………….
    • Graham is wearing jeans and a baggy jumper, as well as his glasses. They are sitting around the
    • kitchen table, which is very messy. Katie is standing up and Andy is sitting next to her
    • mum………………………
  • 10.
    • Introduction
    • Andy was staying at her Dad and Carrie´s house last weekend. There, Carrie dressed her up with clothes and make-up and her dad took many photos of her pretending to be a model. Andy really enjoyed it and was very excited about showing her mum the photos.
    •  
    • Mum: (Taking the photos from Andy) Oh for Heaven´s sake! Look at the way they´ve got you up! You look aweful, Andy. And you´re wearing Carrie´s clothes. Why on earth couln´t your father take some proper photos of you in your own clothes, instead of all dolled up like a dog´s dinner.
    • Andy: I was being a fashion model, mum. (Hurt by her mum´s words). Carrie said I could be a ,odel when I grow up, she did, Mum, honestly.
    • Mum: She would ( shuddering)
    • Katie: Fashion models aren´t fat (poking Andy in the tummy).
    • Andy: I can go on a diet when I grow up.
    • Paula: (taking the photos from mum when she arrived in the room) Don´t you look grown-up, Andy? No-one would think you were only ten. You look almost as old as me!