1. Expanding your repertoire

2. What is distinctive about
film?
Places language in context in a unique way
Culture
Accurate representation of language in use
Access to a cultural form

3. Learning to view
Viewing to learn
In the target language

4. Making a start: Presentation
1. Switch down the sound
2a Show the extract and ask pupils to guess what is
happening - or to predict what might happen
or
2b Show some key words from the extract and relate them
to the pictures

5. Making a start: Presentation
Show small selection of images from film. What order will
we see them in? How do you know?
Switch down the sound.
Show the extract and ask pupils to guess what is happening or to predict what might happen.
and/or
Match key words and images.
Show film to test predictions.

6. Listening skills
order the text /pictures but do not touch
who said?
magic pause button
gap filling
multiple choice questions
true/false questions and statements
proof marking (did you hear A or B?)
hands up when you hear
select words from grids
recall of key phrases

7. Speaking skills
during viewing
Learners report phrases with or without help of
teacher/sub-title e.g.
‘Predictive speech’ - teacher stops film: what is he going to
say/do (next)
What would we like to ask…?
Descriptions and summaries while the film is running (no
sound)

8. Speaking skills
after viewing
Mime-cues - someone mimes a section that is then
described by class
Information gap activities and role play
Pair discussions – listening and viewing grids
Reportage

9. Writing
•Storyboarding
•Sub-titles
•Prediction
•Alternative ending
•Review

10. Reading
Script (transcribed)
Own and each other’s written work

11. Over to you
Choose 2-3 approaches
Adapt if necessary (DO take ownership!)
Try them with a film of your choice and your own pupils
Reflect and evaluate
Develop
Report back