Video, DVD and TV. Authentic and adapted aural materials Marina Torralbo Jover - Borja J. Ojeda Pinar

Transcription

1 Video, DVD and TV. Authentic and adapted aural materials Marina Torralbo Jover - Borja J. Ojeda Pinar Outline - Video adds a special, extra-dimension to the learning experience: o Seeing language-in-use o Cross-cultural awareness o The power of creation o Motivation - Potential problems o The nothing new syndrome: o Poor quality tapes and disks o Poor viewing conditions o Stop and start o The length of extracts: o Fingers and thumbs - Types of videos o Off-air programmes o Real-world video o Language learning videos - Video in the classroom: o Whole-lesson video o Video as part of a lesson o Self-access video - Viewing techniques o Fast forward o Play backwards o Silent viewing (for language) o Silent viewing (for music) o Freeze frame o Partial viewing - Listening (and mixed) techniques o Pictureless listening (language) o Pictureless listening (music) o Pictureless listening (sound effects) o Picture or speech - Conclusion: Evaluation

2 Activity 1: Let s Count!!! - Language learning video for young students (3-5 year-old children). - Topic introducer. - Motivating & fun.. Numbers, numbers 1, 2, 3 Numbers count for you and me Count with numbers 1, 2, 3 1, 2, 3, 4 Let s count! Activity 2: Hurry up! - Fast-forward technique. - With longer sequences: group activity. - Short-term memory. Level of attention. After a noisy activity. - Be quick enough and keep in mind what they do. Answers: o 1 st - A man arrives to his home. o 2 nd - He drops a water balloon from the balcony. o 3 rd - He skates and drinks from a cup. o 4 th - They play basket inside the apartment. o 5 th - They dance in the van. o 6 th - They play basket again. - Ask who can tell me what happens in the right order? The first one to answer correctly wins a sweet. - Play it at normal speed. Activity 3: Behind the Window - Silent viewing technique (language). - Play the video with no sound. - Ask them to imagine what the conversation is about, write it down & discuss it in pairs. - Play it with sound. Was it what you thought? - Post-activity: act out your own dialogue (pair work) without modifying the original gestures.

3 Activity 4: Score it out - Silent viewing technique (music). - Start open debate about soundtracks. Which ones do you prefer? - Watch this sequence and think about its possible soundtrack. Discuss it in groups. Why do you think so? Activity 5: Unfreeze this - Freeze frame technique. - Show a screen shot to your students. Ask somebody to describe it (people, age, job, location, body language ). - Play the video and ask one of them to tell you why is he so angry. - Play again and give them a copy of the transcript. Overprotective Lifeguard Man...Will Ferrell Lifeguard...Jim Carrey Lap Swimmer...Tim Meadows [ open on Man relaxing in an indoor jacuzzi, as a freaky-looking Lifeguard enters ] Lifeguard: [ standing over jacuzzi, blowing a whistle ] No roughhousing.. in the jacuzzi! Settle down, please! Man: You're, uh.. you're talking to me? Lifeguard: Cut the horseplay, Sir.. or I'll be forced to eject you from the swimming facility.. thank you, so much! Man: I'm sorry.. uh.. who exactly are you? Lifeguard: [ sits atop lifeguard chair and points at "Lifeguard On Duty" sign ] Lifeguard on Duty, Sir! If you don't mind, I have to watch the water! [ stares intently at the water in the jacuzzi ] Man: You're the lifeguard for the little jacuzzi here? Lifeguard: Correct, Sir! Continue splashing, and I'll be forced to ban you from all aquatic activity! Thank you! Activity 6: Who s there? - Partial viewing technique. - Hide half of the screen and play video with no sound. - Ask: Who do you think he s speaking to? What is he doing? Does he think he is doing well? Why? (Body language, other languages) - Play with sound. Activity 7: Eavesdropping - Mixed techniques (listening, reading & predicting) Lynette: "What a voice."

4 Bree: "You have to hand it to the Catholics. They do grieve better than anyone." Gabrielle: "So, how much did that horse and buggy set us back?" Carlos: "Do you mind?" Gabrielle: "Being poor? A little." Gabrielle: "Eyes front, Padre." Susan: "I can t believe Edie. She doesn t have dibs on every man on the planet. If I want to go out with Bill I should be able to." Julie: "I thought you weren t even into him." Susan: "Well, neither is she. And if she s not into him, why can t I not be into him." Julie: "I m gonna mourn now." Gabrielle: "What s going on? Why are we slowing down?" Carlos: "'Cause we re almost there." Gabrielle: "What is that?" Carlos: "The family who owned it couldn t afford the maintenance payment. I got an amazing deal." Gabrielle: "A crypt? You bought your mother a crypt?" Carlos: "Keep quiet. You re making a scene!" Gabrielle: "Oh that s it. I cannot be a part of this! I can t do it!" Carlos: "Gabrielle!" Carlos: "Stop acting like a child!" Lynette: "Are, are we supposed to be following them?" Bree: "I don t know. I mean, maybe it s part of the ritual." Gabrielle: "Go to hell, Carlos!" Bree: "All right, people. We re going to follow the body. This way please." Bree: "Come along." - Play the video but only let them hear. - Where do you think they are? Why? - Play it with images & read the transcript to check if they got it right. - Some vocabulary: grieve Sufrir buggy Calesa dibs on smth Pedirse algo mourn Llorar, lamentar Activity 8: Scene it - Pictureless listening (music). - Let them hear the soundtrack. - Ask them which type of film it is & why. Activity 9: Scene it 2 - Pictureless listening (sound effects). - Same thing but with soundtrack. - Ask them which type of film it is & why.

5 Activity 10: Back to Back - Mixed techniques (listening & speaking) - Picture or speech - Divide the class in two so that half of the class faces the screen, and the other half faces away. - The students who can see the screen have to describe what is happening to the students who cannot. - Effective way of mixing reception and production in spoken English.