HOW TO TEACH A MOVIE
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The document provides instructions for teaching a movie to students in order to improve their English skills. The teacher is instructed to [1] tell students they will be watching a movie over the course of a week, [2] explain the learning benefits of watching the movie, and [3] ask students to fully engage without translation and memorize what they learn. The teacher will then [4] provide a synopsis to generate interest, [5] have students refrain from note-taking during the movie, [6] explain they will later watch the full movie, [7] give a test on vocabulary, and [8] play the movie while repeating words. The goal is effective learning rather than entertainment.
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542 d 5considerations team2
This document discusses considerations and solutions for teaching listening and speaking skills. For listening, it addresses the mental block some students have and encourages them to listen for short periods multiple times a week. It also discusses using movies to improve listening by exposing students to different accents and dialects. For speaking, it notes that students feel peer pressure and are overly worried about mistakes. Having small group conversations about familiar topics can help reduce this. The document also addresses difficulties non-native English speaking teachers may face, such as students not understanding everything, and provides suggestions like avoiding slang and making lessons engaging through activities.
All 01
This document discusses considerations and solutions for teaching listening and speaking skills. For listening, it addresses the mental block some students have when they don't understand everything. It recommends encouraging students to listen for short periods several times a week and be patient with progress. For speaking, it notes the peer pressure students feel and suggests having them do small group conversations about familiar topics to build confidence. It also discusses difficulties non-native English speaking teachers may face and provides tips like avoiding slang, being polite, and using activities to engage students.
Using movies in EFML Classrooms, Doina Morari, Access Teacher Training, Moldova
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In the traditional methods of Passive Learning English skills - reading, listening and speaking – are learned separately.
In the Active Learning of English skills - reading, listening, and speaking – are learned simultaneously. Active Learning stops cross-translation in the head and allows start thinking in English from the first lesson.
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Article Ana Maria Nieto Aparicio
Ana Maria Nieto Aparicio, ponència IX Jornades de Llengües Estrangeres, Salou, 24,25 i 26 de novembre 2011
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Video in the classroom - a teacher handbook
The document provides an overview of using video in the classroom and includes various techniques and best practices. It discusses how video can be used for pre-viewing, viewing, and post-viewing activities. It also lists different approaches to incorporating video, such as using only video for online learning, blending video into an existing curriculum, or using video as a supplement. The document concludes by listing several examples of how specific types of videos can be used for language learning purposes.
Ishihara
Here are 3 discussion questions for the class based on the article:
1. What are some of the benefits and drawbacks of using full-length movies in the language classroom according to the article?
2. The article outlines several types of activities that can be used before, during, and after viewing a movie clip. Which types of activities do you think would be most effective for your level and age group? Why?
3. The presentation includes an example lesson plan using a movie clip. What are some ways you could modify or expand on this lesson plan for your own classroom context?
I have copied these questions to a separate discussion thread in the forum as well. Please let me know if you need anything else!
Some Notes on Basic Learning Styles
1. The document discusses three primary learning styles - visual, auditory, and tactile/kinesthetic. It provides characteristics and examples of each learning style.
2. Visual learners benefit from diagrams, images, videos and colors. They remember faces over names. Auditory learners learn best through speaking and listening. They enjoy discussions and presentations.
3. Tactile/kinesthetic learners learn by doing and experiencing. They benefit from hands-on activities, experiments, field trips and games. They may struggle in traditional classrooms that do not incorporate movement or physical activities.
Video in-the-classroom - Teachers handbook
The document provides an overview of using video in the classroom. It discusses the benefits of video for teaching and learning, as well as practical ways to incorporate video into lessons. Specific techniques are presented, such as previewing, viewing, and post-viewing activities. Best practices for using video effectively are also outlined. A variety of video examples for language teaching are listed, covering topics like vocabulary, grammar, pronunciation, and content knowledge.
The key to excellent speaking
This document discusses the importance of listening for developing English fluency. It states that the key to fluency is having a lot of understandable and repetitive listening. Listening to easier English material multiple times allows the information to sink in and be remembered. The document provides suggestions for powerful listening, including narrow listening to topics or speakers, dividing listening throughout the day, using an MP3 player, and reading while listening. Following these methods consistently for 6 months is recommended to achieve excellent English speaking abilities.
Study tips for visual learners
Visual learners mainly use sight and images to learn. This study tips sheet provides 17 tips for visual learners to improve their academic performance, including getting an eye exam, using different colored notes, using flashcards and drawings, and finding interactive visual activities. The tips encourage finding the right balance of visual study techniques mixed with a student's own strategies. While visual learning is important, students often use a combination of visual, auditory, and tactile learning styles.
Study tips sheet for visual learners
The document provides 17 tips for visual learners to improve their academic performance. Some key tips include ensuring adequate lighting and sitting near the front of the class, taking detailed notes with different colors, creating flashcards and drawings to link concepts with images, and using acronyms and mnemonics to memorize concepts. It also recommends finding interactive activities and museums related to topics of study. The tips are meant to complement individual learning strategies.
Tesol2010 Handout
This document provides guidance on using drama activities to supplement language and content instruction for students of all levels. It describes several drama activities that can help students improve fluency, confidence, and interpersonal skills. Some activities involve partners finding things in common, throwing an invisible ball, acting as trees and birds, and creating instant stories. The document discusses benefits for both teachers and students, such as addressing different learning styles, collaboration, and enjoyment. It provides tips for how teachers can start incorporating these activities, such as focusing on specific skills and connecting activities to curriculum.
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Film vocab for eal 3 students: Australia the movie
HOW TO TEACH A MOVIE
- 1. HOW TO TEACH A MOVIE 1. Tell the students that they are going to see a movie, and that this exercise will last a week or a week and a half mostly. (Always starting on a Monday and ending on a Friday.) 2. Tell the students that this super important exercise will help them to: * Hear pronunciations from many different people. * Practice pronunciations. * Subconscious learning. (many words will automatically record in their mind) * Learn many new words. * Learn words and slangs that they’ll never learn in books, or English methods, but which are used every day on the street or colloquially speaking. * Educate the ear. * Think quicker by forcing themselves to try to understand without the help of any subtitles. * Get out of the routine, learn a lot and have fun, without wasting time in other non-profitable activities that other schools handle. 3. In order to make all the above mentioned effective and productive, you must ask students to: * Be positive and try to understand everything by instinct without translating. (Explain why) * Everything they don’t know or don’t understand, they should ask immediately. * Memorize everything they’re seeing and study it at home. * Not miss class, for any reason for they will miss very important vocabulary. * Be enthusiastic about learning for this exercise is unique we are the only school who does it. 4. Give them a synopsis of the movie you’re about to see, causing them curiosity and leaving them in suspense, before starting. This will cause them to be eager to learn. 5. Tell them not to open their notebooks nor write anything either while you are explaining or the movie is running, because if they do, they’re not going to pay attention, follow the continuity of the movie or understand the examples you will give about how to use the words or expressions that will appear, and that you will give them enough time to copy before the end of the class. 6. Explain them that when they finish viewing the movie part by part, they’ll watch it completely. So that they have the opportunity to review all the vocabulary learned, the pronunciations and the privilege to see a movie fully in English and understanding it. 7. Tell them that after viewing the movie completely, they will have a test about it in which they’ll have 30 minutes to write 70 words or expressions from that movie, during class time. 8. Start the movie and make sure you repeat every word and dialogue pronounced or said in it. 9. Make sure everyone pays attention and doesn’t miss class.
- 2. 10. Emphasise that this exercise is not about amusing people, but to make them learn and receive a strong message that can change mentalities or wrong ideas that we might have. 27