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1. A Study on Role of Films in English Teaching
and Learning Process in ICT Era
Manjappara Educational & Charitable
Trust
B.Ed College
Manhappara, Ayur, Kollam
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2. Sl.No. Content Pg.No
1 Title 1
2 Content 2
3 Introduction 3
4 Supportive factors of films 4
5 Film Selection 5
6 How to utilize 5
7 Activities to ensure maximum comprehension
of the films
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8 Conclusion 8
9 Reference 9
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Submitted to:
Mrs. Anziya Thasnim
Lecturer of English
MEACT B.Ed College
Manhappara, Ayur
Submitted by:
Mohammed Salim V
Department of English
Exam Code:
Candidate Code: 16515372004

3. Introduction
In learning and teaching a language, the resources and methods play
a crucial role in getting the final result. This might be the reason our two
year B.Ed syllabus has made “Films in Education” a considerable part of it
and incorporated different resources of teaching into the paper
“TECHNOLOGY & COMMUNICATION IN EDUCATION” (Edu:03) under
the unit-1 (Introduction to Educational Technology).
Thanks to modern globalized and ICT world, many new resources
have come up in teaching and learning languages. Films can be
considered one of the most effective tools among them as films and TV
shows are an integral part of students’ lives.
Watching movies and films can contribute to the learning of language
in many respects. They help solve many problems like poor
comprehension, limited vocabulary, slow reading, bad grammar,
nonexistent conversational skills, to name the most obvious. This is due in
part to the fact films are not usually created for English language learners –
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4. they are made for native English speakers. Therefore, the language is
exactly how one hears it in real life – it is spoken quickly, with native
accents and pronunciation and using many idioms and colloquial
expressions.
Supportive factors of films
There are a number of reasons why film is an excellent teaching and
learning tool. The most important reasons are given below.
Films is motivating and enjoyable
Motivation is one of the most important factors in determining successful
second-language acquisition. Films and TV shows are an integral part of
students’ lives so it makes perfect sense to bring them into the language
classroom. Film, as a motivator, also makes the language learning process
more entertaining and enjoyable.
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5. Film provides authentic and varied language
Another benefit of using film is that it provides a source of authentic and
varied language. Film provides students with examples of English used in
‘real’ situations outside the classroom, particularly interactive
language – the language of real-life conversation. Film exposes students to
natural expressions and the natural flow of speech.
Film gives a visual context
The ‘visuality’ of film makes it an invaluable language teaching tool,
enabling learners to understand more by interpreting the language in a full
visual context. Film assists the learners’ comprehension by enabling them
to listen to language exchanges and see such visual supports as facial
expressions and gestures simultaneously.
Variety and flexibility
Film can bring variety and flexibility to the language classroom by
extending the range of teaching techniques and resources, helping
students to develop all four communicative skills.
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6. Film Selection
Not just any film will serve the purpose of helping in learning the
language. Many Hollywood films that appear every year designed to attract
large numbers of young people with varying combinations of sex, violence,
and gross humour are mostly ineffective in this respect. For this purpose,
we can mainly use two categories films.
1. Light films
This category of films is mainly characterized by light conversations and
social themes like family relationships and friendships. It is free from extra
sound effects and unbelievable animations.
2. Films on literatures
This kind of films are produced based on the wolrd famous classical
works like Shakespeare’s dramas like Macbeth or Othello or Charles
Dickens’ novels etc..
How to utilize
For maximum benefits from watching a film, teacher can show any
selected movie in a smart class rooms and immediately after the class a
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7. discussion shall be conducted. Class format will change according to the
usual variables: number of students, their relative skill and maturity, class
duration, availability of screening facilities, etc. Ideally, small groups are
best (6-8 students). As most classes are large and facilities limited, some
form of compromises may be necessary.
The membership of different groups should remain static, also to
encourage intimacy and trust, thereby lessening the embarrassment of
students who are shy about speaking in front of others. The watched
movies can be used as basis for class activities for the next three to four
weeks. This usually involves a combination of assignments including
readings, compositions, Internet research, and group debates.
Activities to ensure maximum comprehension of the films
Movies can be implemented into any lesson, with the purpose of
getting students to comprehend and gain meaning from free-flowing
speech. Here are five great activities to check comprehension.
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8. 1. How Observant is the student?
This activity is good for getting students to talk in the past tense about
observation-based facts. Before the movie clip, don’t tell the students what
they are looking for, but tell them to watch with a keen detective’s eye.
Afterwards ask them a question about a specific item in a room, or a
character’s words or actions. You can make this a group exercise, getting
teams to write their answers together. Repeat as many times as you want!
2. Vocabulary Meaning Match
Use a movie to reinforce or teach vocabulary with this simple activity.
Give students a worksheet with a list of vocabulary words in one column,
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9. and scrambled definitions in the other. As students watch the movie clip,
they have to match the vocabulary to the adjacent list of meanings.
3. Order the Events
This is a reading-based activity, good for building up students’
recall power. After watching the clip, give students a set of event cards (no
more than ten), in pairs or individually. Each card should contain one or two
sentences of events from the movie clip. These can be as significant or
insignificant as you want, depending on the length of the clip and what the
focus of the lesson is. Students have to rearrange the events into the
correct order.
4. Buzz Game
Here is another activity to test students’ powers of observation. Put the
students into teams. Ask a question such as, “What color is sweater?,” and
then start the clip. When a student sees the answer, they “buzz” by making
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10. a pre-decided comical noise, or by standing up. If the student is correct,
move onto the next question and the next section of the movie clip.
5. Choose a Word
A simple and lively activity for practicing listening skills, this one
works better the more repetition of words there is within the movie clip.
Give each student a word that will appear at least once in the movie clip.
While watching, when any student hears their word, they stand up. Sit back
and watch the students bob up and down!
Conclusion
Given the benefits of using film in the language learning classroom, it
is not surprising that many teachers are keen to use film with their students,
and an increasing number of them are successfully integrating film into the
language-learning syllabus. Until quite recently it was difficult to find
pedagogically sound film material to help students improve their language
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11. through watching film, and teachers had to spend many hours creating their
own materials. However, with the advent of the internet there is now a
wealth of online resources for both language teachers and their students.
With so many resources, it’s sometimes difficult for teachers to see the
wood for the trees.
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12. Reference
1. Sherman, J. (2003) Using Authentic Video in the Language
Classroom. Cambridge University Press
2. New Media Literacies http://newmedialiteracies.org/
3. FILTA (Film in Language Teaching Association) www.filta.org.uk
4. Altman, R. (1989) The Video Connection: Integrating Video into
Language Teaching. Boston, MA: Houghton, Mifflin Company
5. Champoux, Joseph E. (1999) Film as a Teaching Resource. Journal
of Management Inquiry. Volume 8, Issue 2, Pages 240-251.
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