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Film arobics presentation
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Hinweis der Redaktion
- The materials that come with the film book include a brief synopsis of of segment, including when to stop the film. “Lola Rennt” is broken up into seven “lessons.” There is a vocabulary list for each of these, which I have retyped as in the slide above, to hand out to students before they watch this segment. Working through the vocabulary together beforehand makes it easier for students to understand the film without subtitles. Sometimes, I give a small prize for the first student who picks out a predetermined word in the segment, encouraging them to listen for specific vocabulary.
- The film books also include two post-viewing activities. Putting the events in the order in which they occurred is a great way for beginning level students to show their understanding of the film, but can also be used as a review in a subsequent lesson, before watching the next segment. Handing one sentence to each student and asking the class to arrange themselves in the correct order is also a good way to keep a (small) restless group of students moving around a bit.
- Each lesson also comes with 10-14 comprehension questions. I have students read through these prior to watching each segment, to ensure that they understand what they’re being asked. Along with the vocabulary, this helps them anticipate events and conversations and facilitates their understanding without subtitles. We usually watch each segment twice and students have time in between viewings to answer as many questions as they can. Questions are collected, marked, and used in review games prior to the exam.
- Working with films in this way means that students have a heavy load of vocabulary to learn. The fly-swatter game, where two students, equipped with fly swatters wait to hear a definition and try to be the first to smack the correct word to gain a point for their team. Students up to grade 12 love this game, it’s a fun way to break up a double period or keep students engaged at the end of a long day.
- After students have had some practice with vocabulary, Impromtu Dialogues give them practice in using new words correctly in context and are an easy way to assess oral communication. Students are given a set of vocabulary to work with, usually 1-2 lessons’ worth. In pairs or groups of three, they are given a title, which often already contains some of the vocabulary. They then have five minutes to come up with a dialogue to present to the class. They may write the vocabulary words they plan to use on a sheet of paper (see next slide) but must improvise the rest.