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Assessment table for Language Learning using Film.

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Assessment table for Language Learning using Film.

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As I love this topic, I worked really hard to come up with something detailed. I hope you will all find aspects that are valuable.

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Activities :
1. Listen the sound of the film whitout the image. Take note of the words which discribe a context, with the noises.
2. Report the words in a grid in a different categories (what, who..).
3. With these informations, imagine a story.
4. Watch the short film and take notes of real story.
5. Report the news informations in a new grid.
6. Build a sentences about the story with the words.
7. Put news words in a vocabulary book

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1. For my young learners I would use the first scene from Shrek 1 to teach about using present simple to talk about routines in the third person.

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1. For my young learners I would use the first scene from Shrek 1 to teach about using present simple to talk about routines in the third person.

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2. For my High School students I will let them choose two films that depict their cultural background in a stereotypical manner and let them write an essay about the truth (or lack of) behind the stereotypes shown in the films.

Gabriela González

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1-Check and revise vocabulary related to movies and feelings.
2- To use linking words, particularly sequencing words.
3-

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I would try to use for creative writing, guessing and for different type of exercises.

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| Learning objectives | Grammar | Possible Outcome | Checking for Learning
| Sequence events | Time indicators Adjectives in series Time writing format | Write the story using time format Tell a story using sequencing words | Use of time indicators

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this is a short film I've used with Spanish classes before. It could be used to assess question formation skills: if Juanma were to haunt the other two, what five questions would he ask them?

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Assessing Language Learning Using The Film "Taps

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Assessing Language Learning Using The Film "Taps

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Step 1:
Listen to the audio
Step 2:
Activating previous knowledge by discussing the verbs involved in the sounds of the clip ( teach verbs if students lack vocabulary)
Step3:
Use vocabulary in step2 to invent a possible story for the audio.
Step 4:
Add images to sound .
Step 5:
Recycle vocabulary from previous steps to compare images to students predictions  to discuss reactions to the video.
LEARNING OUTCOME:
Use of future forms  for predictions.
Use of progressive forms to describe something happening  (e.g. "Taps dripping", "Water running")
ASSESSMENT ACTIVITY:
Students use Movie Maker to produce their own dubbing of the clip "Taps" .
They should be able to use and pronounce vocabulary from the activity correctly .

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I have been in directing and producing five different English plays in different college programmes. They were all from their text books.

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I have been in directing and producing five different English plays in different college programmes. They were all from their text books.

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Now, after doing this course I am going to use these simple and interesting techniques in  my classroom. I would like share a small video of a play that was performed by by two 6-year old children- one, my daughter and the other, my nephew. It was a small clip that was is not supported by any film music. But, it gives an idea that even little children can be engaged in such interesting activities and their language skills can be enhanced in this way.
Oh sorry, it can not be uploaded here because it exceeds the loading limit. I will try to post it somewhere else.

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I know that students usually experience a lot of difficulties in understanding numbers when listening to  statistical information. So, watching videos or documentaries that contain such information with the pre-view tasks on writing down the data from them can contribute to progress in specific listening skills. To assess their understanding it's good to prepare fill-in-the-gaps tasks or questions, answers to which require using numbers or figures from the video.

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I know that students usually experience a lot of difficulties in understanding numbers when listening to  statistical information. So, watching videos or documentaries that contain such information with the pre-view tasks on writing down the data from them can contribute to progress in specific listening skills. To assess their understanding it's good to prepare fill-in-the-gaps tasks or questions, answers to which require using numbers or figures from the video.

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I would use a portion of a Mr. Bean episode where he is packing a suitcase preparing a trip. There are several possibilities for teaching here but I can use it for the vocabulary of the items packed along with some grammar.

Learning Objective: new vocabulary with adjectives & collocations (different vocabulary - depending on destination)

Suggested grammar focus:
-adjectives used with items above
-future tense and present
continuous to say where they are going with their travel items

Possible Outcomes:
-check for correct pronunciation
-using of present continuous vs future correctly
-have students engage in conversations regarding their suitcases and their travel plans.

Checking for learning:
Have students volunteer where they will be going and what will be packed, to review and to confirm everything was learned as expected, and correct students where necessary.

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1. What do I want pupils to learn during the sequence of film study lessons?
- new vocabulary
- revision of already know vocabulary
- focus on adjectives
- focus on present/pest tense
- improve speaking/listening  skills
2. How can I check that they are making progress during lessons?
- fill the gap tasks
- writing dialogues
- summaries of scenes
- mini-whiteboard translation
- sentences auction
- quiz quiz trade
- snakes and ladders activity
- domino activity
3. What types of outcomes might I look for?
- use present/past tense correctly
- use adjective endings correctly
- pronounce words correctly
- ask and answer questions with little or no support

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 Introducing short film in the classroom

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 Introducing short film in the classroom

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This activity will be realize in three steps:
Step 1
Vocabulary
Teach keywords for the pupils that will be pass in the movie. This step is important for that they learn new words.
Step 2
After teaching the vocabulary for the pupils, in this step we will show them the video with the audio, with this sound they will have that write about what they heard.

Step 3
Show to pupils the video. They will have that compare your writing with the video. On this, they will have that write about if are right or wrong, and if they stayed, surprised.

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Assessment

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Script to complete

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I would use it for creative writing, dubbing and guessing activity (e.g. some students can see what's happening on screen but the others can't, and they are trying to guess what's the sound mean, who is talking etc. The voiceover recording can be used for speaking practice and as they know that their product is to be seen by others, they try and try again to master their pronunciation and intonation. They try to get rid of even minor errors. So you have self assessment and pear assessment. 

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I would use it for creative writing, dubbing and guessing activity (e.g. some students can see what's happening on screen but the others can't, and they are trying to guess what's the sound mean, who is talking etc. The voiceover recording can be used for speaking practice and as they know that their product is to be seen by others, they try and try again to master their pronunciation and intonation. They try to get rid of even minor errors. So you have self assessment and pear assessment. 

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After having done a practice activity with film, we can use a different clip or short film as an assessment tool for creative writing. Students are asked to create a dialog or a story from some images or sounds.

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I think for extend vocabulary I will use a kinda tv show task of listening to the music of different films and have to press an alarm to be the first to say what kind of genre it comes from.
For summarising, express opinions, make predictions and understanding I may ask them to do a role play in which some are the characters and someone else is an interviewer. They will have to develop interview questions in the language and for the ones who play the character I would ask them to write a biography of the character lives to know what to answer. As well some questions would be about the past, other about the future(i.e.: future projects)
For sequence events I think I would gave them all the shots and dialogues in paper and ask them to match them creating an 'analogic' timeline.

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1: the film with the taps:
to assess the descripcion of caracters, wright the caracters of the taps. Play the role of the tap, according to the caracter you think the tap has.

2:

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Short film to use adjective to comparative form.

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Thinking about the activity that Muriel showed for sequencing dialogue it could sometimes behelpful for students to have each section of dialogue on a card and work in pairs. You can make the activity more challenging by:
1. Getting them to predict the order before listening /watching - and explain their choices
2.  Tell students that they are not allowed to touch the cards while they listen!
3. After listening give students 1-2 minutes in pairs to make adjustments to the order of the dialogue.
4. Listen again if required but no touching of dialogue cards while listening.

This approach provides support but definitely focuses the minds of learners!

Jenny

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Here an example of an assessment using the sound of the short films.

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Obj: Describe what is in your school bag or things you take on holidays
Grammar Focus:
Il y a/ Il n'y a pas
J'ai Je n'ai pas
J'ai besoin
parce que
Possible outcomes:
Students animate objects that they have chosen to take in their bag or on holiday. and create a dialogue between the objects.
Checking learning: Students can put together positive and negative sentences, agree adjectives. Add opinions

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Assessment Using Film Table