teaching teenagers activate! course

8/11/2019 Teaching Teenagers Activate! Course

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39 Pearson Education Limited 2008 PHOTOCOPIABLE

Worksheet C6: X-ray exercises

Activate! Teaching teenagers

Exercise analysis formName and date: __________________________________A Before you do the exercise, complete the following: 1 I think exercise ______ on page ______ is designed to practise ___________________________________

__________________________________________________________________________________________

2 It comes at this point in the unit/book because ________________________________________________

__________________________________________________________________________________________

3 To do this exercise, I need to look back at __________________________________ on page ______.

B After you do the exercise, complete the following: 1 I think the exercise helped me to ____________________________________________________________ 2 I was

a right about the purpose of the exercise in 1 above. b wrong about the purpose of the exercise in 1 above. I now see that the exercise was designed to

practise ________________________________________________________________________________

C When you have the relevant information from your teacher, complete the following:

1 Number of right answers: ______ 2 Number of wrong answers: ______

D Finally, think about how useful the exercise was for you and complete the following: 1 The exercise a was useful for me b was not very useful for me because ________________________________________________________________________________

2 I found the exercise a easy b neither too easy nor too difcult c difcult because ________________________________________________________________________________

3 As a result, I feel I a need more practice in this language point/skill. b have had enough practice in this language point/skill for now. c would like more exercises of this type. d need to go over the exercise again and see if I can do better. e need to discuss the things I dont understand with my teacher.

General comments: __________________________________________________________________

_______________________________________________________________________________________________


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This section gives ideas and suggestions for exploiting the Activate! DVDs. and is

divided into two parts:Part A: Activate! DVD activities

Part B: Making the most of the Activate! DVDs

The activities in Part B are divided into three stages:

Before viewing While viewing After viewing

Part A: Activate! DVD activitiesD1 Make your predictionsAims: To increase motivation among students.

To develop prediction skills.

Timing:2030 minutes

Rationale: Encourages students to predict. Increases condence.

Procedure: Tell the students they are going to watch the beginning of a story on DVD and

will be asked to say what is going to happen next.

Select a DVD sequence in which the situation is clear and easy to grasp.

Tell the students that they are going to watch the beginning of the sequenceenough times to familiarise themselves with the situation.

Show the sequence as many times as you think necessary, within reason. Inadvance, highlight particular things the students should look out for.

Ask them to work in pairs and predict the continuation of the sequence undersome or all of the following headings (clarications in italics):

After the students have watched and taken notes, elicit their ideas. Be open toall those that make good sense. Question those which do not seem to t.

Finally, play the rest of the sequence and conrm the students predictions.

D Working witht h e D VDs

SITUATION Storyline and events.

THEME Topic.

SETTING Place(s) where the events/action happen(s).

WORDS Words they expect to hear.

SOUNDS Sounds they expect to hear.

SMELLS Things they might smell if they were there.


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D2 Tell me what you seeAims: To encourage teamwork.

To develop prediction skills.

To encourage awareness of how much body language can add to verbalexpression.

Timing:2030 minutes

Rationale: Encourages students to predict.

Promotes teamwork/listening to the opinions of others.

Procedure: Tell students they are going to watch a DVD in an unusual way and will be asked

to interpret what is going on. Select a DVD sequence.

Position the DVD screen at the front of the class, facing the back.

Ask half the class (Team A) to sit facing one of the side walls of the classroom(i.e. they should not be facing the DVD screen).

The other half (Team B) should sit directly opposite Team A, facing them.

Tell the students that you are going to play a sequence which they will watchout of the corner of their eye (i.e. they must not look at the screen directly). Youwill then ask them to describe as best they can what they understood fromthe sequence.

Play the sequence once only, with the sound and vision on.

Divide the class into groups of four consisting of two students from Team A andtwo from Team B. (If groups of four do not work out, make sure that there is atleast one student from Team A and one from Team B in each group.)

The groups should write a summary (no more than ten to fteen sentences) ofwhat they thought happened in the sequence.

One person in each group should read out their summary.

Ask all students to face the screen now. Replay the whole sequence. Ask thegroups to compare the summary they wrote with what they now see.

Encourage discussion in which students try to explain any differences, whythey came to certain conclusions etc. (Body language might be one

signicant reason.) Expansion: To make the activity more challenging, ask all students to turn their

backs to the screen for the rst playing (so that they only hear the soundtrack).They can then simply form the smaller groups with the students nearest tothem (i.e. no need for teams).


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D3 In the moodAims: To make students aware of intonational implications and subtleties of wording/

expression.

To encourage appreciation of how much body language can add to verbalexpression.

Timing:1520 minutes

Rationale: Encourages students to be sensitive to intonation and nuances of wording.

Should engender lively discussion/participation. Be prepared for differentinterpretations.

Procedure: Tell the students they are going to watch a DVD sequence in which they willhave to listen for tone of voice and wording and look out for body language.

Select a DVD sequence in which the characters show different feelings/moods.

On the board, write a list of adjectives describing the different feelings/moodsexpressed in the sequence, e.g.: interested, happy, upset, sad, bored, scared,indifferent .

Play the sequence and ask the students to match the feelings/mood of keycharacters with the adjectives on the board.

Check by asking questions such as: How does Mark feel?, Is Mary bored orscared? How do you know?

Reach a consensus and write the names of the characters beside the relevantadjective(s) on the board.

Play the sequence again, pausing after each line spoken by the characters inquestion.

Ask the students to provide the dialogue line again indicating a different moodfrom the one the character shows in the sequence. Guide the students withquestions such as: How would Mark say that if he felt sad?

Ask for class or group responses if necessary in order to make sure all studentsparticipate.

D4 How much did you see?Aims: To motivate students and encourage teamwork.

To encourage students to practise looking for detail.

Timing:2030 minutes

Rationale: Encourages intensive viewing and attention to detail. Promotes teamwork and healthy competition!


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Procedure: Tell the students they are going to focus on the visual detail of a DVD sequence.

Select a DVD sequence which includes lots of details/which depends on detailfor full understanding.

Divide the class into two teams, Team A and Team B. More teams can beformed if you feel that the two teams are too big.

Outline the general storyline that the students will be seeing.

Ask them to watch carefully and note down important visual details, e.g. colourof clothing, types of vehicles, weather as they watch.

After viewing, team members formulate up to ten questions based onindividuals notes. They will be asked to pose these questions to theother team.

Make the students aware of the kinds of questions you are expecting, e.g.:What color is the girls blouse?, What kind of vehicle is the mother driving?

When the teams are ready with their questions, the team quiz can begin. Theteams take turns to ask their questions.

You may wish to ask the team to appoint a certain student to ask or answer aparticular question, or members of the team can take turns.

Explain the scoring to the teams (see box below).

D5 Silent movieAims: To guess events by observing.

To recognise the importance of sound in conveying a story effectively.

Timing:2030 minutes

Rationale: This activity encourages active viewing.

Students learn to observe contexts and body language as clues to whatis happening.

Procedure: Select a sequence in which the location, situation and characters are easy

to identify.

Pre-teach any vocabulary items which may be needed and provide someinformation about the sequence if necessary.

Write the following questions on the board:

Who are the people? Where are they? What is happening?

ScoringYou will award:

1 point for each correct question.

1 point for each correct answer.

The team with the most points wins.

You will deduct:

1 point for each incorrect question.

1 point for each incorrect answer.

(Continued on page 44 )


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Play the sequence with the sound turned down/off. The students work in pairsand take notes on what they see, using the questions as a framework.

Ask the students to give their answers.

Now play the sequence with sound and vision, asking the students to comparewhat they wrote with what they now know about the sequence.

Open up class discussion as to why the soundtrack might have made adifference to some of the guesses.

Extension: With more advanced students, reveal the silent sequence bitby bit, using the pause button. The students should make guesses as to thelocation, the situation and the characters.

D6 Say what you think!

Aims: To encourage students to construct dialogue on the basis of visual clues. To encourage freer oral production.

Timing:2030 minutes

Rationale: Gives students the opportunity to use visual clues such as body language to

compose a soundtrack.

Students are encouraged to reect on their soundtrack as compared with theoriginal soundtrack.

Procedure: Select a DVD sequence containing a lot of dialogue.

Make a large speech bubble out of card.

Ask the students to watch the sequence twice with the sound turned down/offand to consider what the characters might be saying. Tell them to pay particularattention to facial expressions, body language etc. as visual clues.

Ask the students to watch the sequence again with the sound turned down/off,and pause the DVD each time someone on the screen begins to speak.

Hold the speech bubble over the speakers head and ask the students to guesswhat they think he/she is saying.

Now play the sequence with the sound on. Ask the students to compare theirguesses with the actual dialogue and reect on any differences.

Encourage class discussion about the reasons for major differences in content.

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Part B: Making the most of the Activate! DVDsThe following ideas will help you to make the most of the Activate! DVDs inthe classroom.

Before viewingIdeas for pre-viewing activities to prepare students for a DVD sequence:

Ask the students to predict the content of a DVD sequence on the basis ofits title.

Jumble the words/letters of the title of a DVD sequence. Ask the students toreconstruct the title.

Pre-teach any necessary vocabulary to help students understand a DVDsequence better.

Ask the students to predict by the title of a DVD sequence any vocabularyitems they think will feature in it.

Ask the students to watch part of a DVD sequence and predict how they think itwill continue.

While viewingIdeas to stimulate interest as the students watch a DVD sequence:

Ask the students to watch and conrm any predictions from the pre-viewing stage.

Ask the students to watch and identify rhythm and/or intonation patterns.

Ask the students to watch and invent a title for the chosen DVD sequence.

Ask the students to watch and answer multiple-choice/comprehensionquestions provided by you.

Ask the students to watch and then write their own multiple-choice/ comprehension questions for their classmates.

Ask the students to watch and identify the meaning of certain words/ expressions as they appear in context. These can be words/expressions whichhave an unusual meaning in the context, for example, or unknown words/ expressions whose meaning can be elicited from the context.

Design activities for DVD sequences which are similar to those in public exams.

(Continued on page 46 )


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After viewingIdeas to round off a DVD session:

Ask the students to write an imaginary dialogue between certain characters inthe DVD sequence.

Ask the students to write a letter to one of the characters in the DVD sequence. Ask the students to write an imaginary interview with one of the characters in

the DVD sequence.

Ask the students to role-play part or all of the situation featured in theDVD sequence.

Ask the students to rewrite the DVD sequence from another characters pointof view (e.g. from the point of view of a minor or incidental character in theDVD sequence).

Ask the students to design posters relating to the topic of the DVD sequence.Display the students work in the classroom.

Ask the students to give a presentation to the class about the DVD sequence.

Ask the students to write a summary of the DVD sequence. Ask the students to come up with composition titles relating to the topic of the

DVD sequence. You can use these titles for later composition-writing activities.

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