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I would first ask my students to listen closely to the sounds and try to guess what it is by sharinf the sounds they have heard. Then we would share everyboddy's ideas and after that, I would shlow them the picture of the three taps and two more which could create these sounds, to ask them which one they think is the one in the short film and why. After telling them which is the correct one, we would watch the video and they will nees to create a dialogue for that short film, taking into account the amount of times each tap speaks and the tone and the movement, the pauses, the sounds, etc. 

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I would first ask my students to listen closely to the sounds and try to guess what it is by sharinf the sounds they have heard. Then we would share everyboddy's ideas and after that, I would shlow them the picture of the three taps and two more which could create these sounds, to ask them which one they think is the one in the short film and why. After telling them which is the correct one, we would watch the video and they will nees to create a dialogue for that short film, taking into account the amount of times each tap speaks and the tone and the movement, the pauses, the sounds, etc. 

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It is a great exercise to ask learners to write a short paragraph on what they anticipate based on the sound track heard. This is even more interesting is the class is multicultural. Do all cultures associate this music with the same mood and emotions? Seeing cross-cultural differences would be an interesting springboard for discussion too. I have not seen the accompanying image just yet, but I am curious :)

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Alexandra Scherchen   Choosing sounds that can challenge the student's knowledge without frustrating it is a good method to then move to the images. I would encourage students to write a narrative based on sound only, then a new narrative based on video and sound, and generate a discussion with this, introducing new vocabulary, concepts and syntax perhaps.

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Alexandra Scherchen   Choosing sounds that can challenge the student's knowledge without frustrating it is a good method to then move to the images. I would encourage students to write a narrative based on sound only, then a new narrative based on video and sound, and generate a discussion with this, introducing new vocabulary, concepts and syntax perhaps.

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I would definitely use this to develop students´speaking and writing  skills and also to let their imagination take over the English class. We are all so different  that this experience would enrich not only the use of the language but also the perceptions of all the students.
The activity could consist of putting into words their imagination and even adding dialogues to the story.

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Can't see properly how to use this video in a MFL class, though there seem to be a conversation among the taps (!)

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Can't see properly how to use this video in a MFL class, though there seem to be a conversation among the taps (!)

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It's very helpful to create a scene with sound and effects i

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It's very helpful to create a scene with sound and effects i

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The close listening could focus an activity on hypotheses or give your opinion  with different expressions associated to them . Then with the video how the hypothesis corroborate with the video. Did they guess right or wrong?

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The close listening could focus an activity on hypotheses or give your opinion  with different expressions associated to them . Then with the video how the hypothesis corroborate with the video. Did they guess right or wrong?

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I forgotten to say that there is a rhythm. Seeing the movie with the sound, I realize what were all the sounds in the precedent video.

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I consider it useful

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I second the idea of brainstorming vocabulary. The teacher could perhaps try to ellicit the vocabulary from students as well. After they see the pictures, you could have them 

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I second the idea of brainstorming vocabulary. The teacher could perhaps try to ellicit the vocabulary from students as well. After they see the pictures, you could have them 

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This type of exercises undoubtedly estimulates students' creativity as they can infer about a possible scenario while hearing only, but then, compare while hearing and watching at the same time and check how close they were to the real situation.

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the silence acquires a different meaning

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the silence acquires a different meaning

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This is brilliant if you use it as the Taps film; first music only, brainstorm vocab, get them to write the first part of a narrative that learners themselves create for the film and then finally show them the real thing. Works a treat!

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Fan

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A tad disappointed with the video - my imagination definitely conjured up a better image! I can imagine how effective this could be in class.

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A tad disappointed with the video - my imagination definitely conjured up a better image! I can imagine how effective this could be in class.

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Rusty taps............!!!!!!!
I missed the length of some silences.
With the pictures the silences appear even longer at times. As for the background noise, which I imagine to be from a cogwheel of some sort and rather prominent, it has now faded away (in the background!).

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The images amused me but also disappointed me as from the sounds I had imagined the beginning of a story and the images were only taps!

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Loved the idea and how it plays with our perception from the sound provided.

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Loved the idea and how it plays with our perception from the sound provided.

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Using the grid with the students it works at several levels. They could take notes individually, then in common, they could forming groups by who had same or similar ideas. Dialogue and music could be an interesting point for creativity and even to transfer this process into a different short film/scene

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This 1st minute made me laugh! But I was a bit disappointed that I did not guess by just listening to the sounds.
I can think of two activities:
1. Students write a short paragraph describing what they "saw" in their heads when just listening to the sounds.
2. Students can write a dialogue. What are the taps saying? Or they can add thought bubbles:
What are they thinking?

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of something that my students are experts on (e.g. video games, birds, olympic sports  or ancient weapons or whatever) the students get to check their guesses. This could be set up as a team game .

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Definitely listening  makes the imagination work better as compared to having both the image with the sound,  it's just like reading a books with out pictures

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Definitely listening  makes the imagination work better as compared to having both the image with the sound,  it's just like reading a books with out pictures

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Ha - loved the image, very humorous. A great activity to arouse the imagination with the sounds first (tell each other what's going on), then seeing the film and telling each other what's going on there and why you thought what you thought earlier etc. I loved the twist at the end.

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Ha - loved the image, very humorous. A great activity to arouse the imagination with the sounds first (tell each other what's going on), then seeing the film and telling each other what's going on there and why you thought what you thought earlier etc. I loved the twist at the end.

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the sounds more inspired my imagination. When seeing the images it felt a bit like they were the correct answer and that my own pictures were wrong.

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Listen to the sounds. Individually, take notes on what comes to mind.
Listen to the sounds again. In pairs/groups, comment and compare your ideas.
Watch. In pairs/groups, comment your reactions.
Report to the class. One person in each group reports to the class what their feelings/reactions were.
Together we compare what the different groups felt.

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I guess I think would be a good activity to make 2 groups one watches the images and then describe it to the second group who only listened.
Also would be great to talk about feeling, in the sense of how did you feel? Was happy? Sad? Etc...

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I had quite a different image conjured up in my mind. But the images that accompany the title are great.

I'm sure this activity would appeal to everyone. This is great for getting students to think and using creativity.

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Listening to it without watching it would encourage the class to make hypothesis. So it could be used as a before activity. After the watching, they could compare what they thought with what they watch.
To an advanced group you could even ask them to write down the comparison, using linking words as "To begin with,..." "Moreover,...", etc
A possible after activity would be to write down a dialog among the three taps.
If the students are beginners, you could  begin with a list of words that they have to link to images (water drops, tap, swing, straw, refreshment, door, window,... some words they could link with the sounds). Of course, I would discuss first without the list, in order not to limit their imagination. I guess we could do it in their mother tongue, if possible. After the listening they should answer to the question "what did you listened to?".
The are infinite variations and exercices... this is only the beginning :)

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Is this effective only when people know say the basics101 of the target language? Or does it work even for a beginner?

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After I watched video, I think the following.
I can use it for helping my students be more familiar with the listening skill. So, teach them to scan  the sound  looking for details and then, be able to speak and produce a variety of opinion according their experience.
moreover, work with them imagination and perspective about difference situation.

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I also think playing the sound first stimulates imagination more than with the images. This could be used as an activity in pairs: say what you think the sounds are telling you. Then watch the video: were you right/wrong? Use the preterite tense while expressing your views: "I thought there was... but actually it is a...".

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I also think playing the sound first stimulates imagination more than with the images. This could be used as an activity in pairs: say what you think the sounds are telling you. Then watch the video: were you right/wrong? Use the preterite tense while expressing your views: "I thought there was... but actually it is a...".

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Thanks for the idea!

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A very good technique to use in classroom for letting free imagination and creativity.I'm sure students will enjoy it

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A very good technique to use in classroom for letting free imagination and creativity.I'm sure students will enjoy it

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I would play the clip first to use their imagination.  I would then show them the images and use it  for teaching directions.  In groups of three each pupil could be a tap and say the direction they turn.  I teach primary so this simple activity would work well.

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I would play the clip first to use their imagination.  I would then show them the images and use it  for teaching directions.  In groups of three each pupil could be a tap and say the direction they turn.  I teach primary so this simple activity would work well.

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Watching images after listening to sound:

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Watching images after listening to sound:

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I found this exercise very interesting .

I am sure that very diverse results and reactions can be obtained, but in general it is possible to motivate students differently, stimulating their attention and their oral expression.

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First, I would ask my students to listen to the sounds very carefully. Then, I would give them 10 minutes to try to associate those sounds with a situation, either serious or funny, but they would have to formulate arguments to "prove" their point(s) of view. As a third step, I would have an open discussion with the whole class paying attention to their arguments for possible comments on their mistakes. Finally, I would show them the image.

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I love it!  With the images I realised that in the dripping pattern there's one of the taps which drops has two different sounds.  I tried this technique with my students, I played the intro of a film and I asked them that according to the music intro what kind of movie they thought it was. My students were very participative and got really engaged in the following activities, relate to the film. They asked me to have films more often. That day my coordinator observed my class and he liked the activity very much. He said "they looked happy and satisfied".

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This was fascinating. I'd make the students do exactly what i did - listen to the sounds and make a note of what you think the sounds are (in this way revising or giving an opportunity to learn new vocabulary), then i'd ask them to come up with a short story line, 2-4 sentences of what they think is happening, and then show them the video. This is a fun video and i'd then ask them to re-do the short story, now keeping the images in mind.

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This was fascinating. I'd make the students do exactly what i did - listen to the sounds and make a note of what you think the sounds are (in this way revising or giving an opportunity to learn new vocabulary), then i'd ask them to come up with a short story line, 2-4 sentences of what they think is happening, and then show them the video. This is a fun video and i'd then ask them to re-do the short story, now keeping the images in mind.

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When a student listens to sounds and we ask them to guess where they come from, this kind of excersice induces them to increase their imagination and creativity.  This is a great opportunity for them to practice the target language.
We can also show them different pictures so they can consider different possibilities or settings or characters that produce those sounds.
Finally, we will show them the video which reveals the source of the sound.
https://www.britannica.com/art/motion-picture/Expressive-elements-of-motion-pictures

I  share this link related to this lesson, although I have not opened it yet.
Blessings

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Now we know something about the secret life of taps. What if a plumber comes? The activity is great for creative writing! Thanks!

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Now we know something about the secret life of taps. What if a plumber comes? The activity is great for creative writing! Thanks!

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It´s a great excercise to develop imagination. And trying to explain what is happening. Variety of opinions and point of views, before watching the images. Then  we discover a completely diferent scene!

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It´s a great excercise to develop imagination. And trying to explain what is happening. Variety of opinions and point of views, before watching the images. Then  we discover a completely diferent scene!

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I'd start out by introducing adjectives, like

annoying

funny

entertaining

repetitive

Then, after showing them the clip, they'd be able to debate what they thought of it.

I would not show this to key stage one or foundation, as they would be too mesmerised by it.

However, it would be interesting to introduce before music videos.  perhaps something simple to begin the conversation with.

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Teaching resources: teaching music genres using short films

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Teaching resources: teaching music genres using short films

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The sound of dripping tap opens a wide range of possible activities in lesson. You can use them as an introduction to the main part of creative writting. Pupils can work in groups and describe the scean, participants and atmosphere. They can also create a description of the scean as a introduction to a horror film, to comedy, documentary film and  cartoon.An other exercise can be connected with collecting vocabulary. The instruction could be: Write down each word you associate with this scean. Than pupils can work with this words building familywords and sentences.After showing the pictures pupils can write down dialogue between taps. They can also speak abaut the reaction to the third tap. The third tap is different. 

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The sound of dripping tap opens a wide range of possible activities in lesson. You can use them as an introduction to the main part of creative writting. Pupils can work in groups and describe the scean, participants and atmosphere. They can also create a description of the scean as a introduction to a horror film, to comedy, documentary film and  cartoon.An other exercise can be connected with collecting vocabulary. The instruction could be: Write down each word you associate with this scean. Than pupils can work with this words building familywords and sentences.After showing the pictures pupils can write down dialogue between taps. They can also speak abaut the reaction to the third tap. The third tap is different. 

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Just listening to the sound was enough. The pictures didn't really add anything.

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I would design a compare and contrast activity. Compare the similarities and differences of what students imagined by listening to the audio and what they saw in the audio with images.

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I would design a compare and contrast activity. Compare the similarities and differences of what students imagined by listening to the audio and what they saw in the audio with images.

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Possibility to review how you get on with someone, in TL. And how you do not like someone and why.

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Possibility to review how you get on with someone, in TL. And how you do not like someone and why.

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I noticed that the third tap had a different drip sound pattern to the other two that I hadn't heard in the listening clip, and the revelation of taps talking was a surprise!
Students could share their initial listening ideas together then discuss the revealed images: What was the same/different, if they were surprised by the reveal, what the think the clip is saying, etc. They could then do a storyboard of the clip with words (verbs) that match the sounds and then act it out in threes.

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Great idea to draw students' attention and curiosity!
After listening to the sound and imagining only a dark and wet place with dripping water, it was fun to discover the story of the three taps.

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while listening I imagined a sort of horror set. What a surprise when seeing the images! 

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while listening I imagined a sort of horror set. What a surprise when seeing the images! 

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I liked to see that's it's a kind of history between 3 taps. Only listening I wouln't have noticed it. It's surprising. I think it will work very well in a classroom, and it doesn't take much time.

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Listening to the isolated sounds is intriguing and students begin to wonder. That gets them talking. Students predict the scene and describe it. When they finally get to watch and listen at the same time they confirm(or not) the hypothesis previously made. They will surely be surprised as the story has an unexpected twist.

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Wow! I would have never guessed the sounds were about three taps having a conversation! Students can compare their guesses with the actual film and discuss in the target language.

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Wow! I would have never guessed the sounds were about three taps having a conversation! Students can compare their guesses with the actual film and discuss in the target language.

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It's fascinating how adding sound and movement to inanimate objects immediately is interpreted by the mind as personality.

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It's fascinating how adding sound and movement to inanimate objects immediately is interpreted by the mind as personality.

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The exercise is a good one to get descriptions of sounds in the target language, then a reaction to the visual, then creating an alternative visual accompaniment!

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What an interesting exercise. I got really surprised when I saw the images :) :) As I mention in my previous padlet, first: listen, talk about the sound and context. After seeing the images, depends on the age-group. Make a story based on the sounds. 2. what sounds are similar to the sounds in the images. 3. take three pictures with your phone that describe the sounds and explain why these pictures. 4. Write all the adjective or noun down that came to your mind, when listening to the sounds. 5. Explain which sounds you liked best.

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What an interesting exercise. I got really surprised when I saw the images :) :) As I mention in my previous padlet, first: listen, talk about the sound and context. After seeing the images, depends on the age-group. Make a story based on the sounds. 2. what sounds are similar to the sounds in the images. 3. take three pictures with your phone that describe the sounds and explain why these pictures. 4. Write all the adjective or noun down that came to your mind, when listening to the sounds. 5. Explain which sounds you liked best.

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Helle

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Word to sound (Upper Primary Level) Revisiting\recycling activity of previously learnt words - Choose words i.e.: adjectives, verbs or any content words or high frequency words students have learnt.   Give each student a word card (can double up on words) with adifferent  word on each card. Teacher shows students the  words and  the sounds that go with the words.  When  students hears   the sound that goes with their word  they stand up.

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Word to sound (Upper Primary Level) Revisiting\recycling activity of previously learnt words - Choose words i.e.: adjectives, verbs or any content words or high frequency words students have learnt.   Give each student a word card (can double up on words) with adifferent  word on each card. Teacher shows students the  words and  the sounds that go with the words.  When  students hears   the sound that goes with their word  they stand up.

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This really shows how using an image and sound together really change your understanding. Maybe before showing students an image they could have time to say what they think it is using basic opinion phrases and a noun structure. I think they'd enjoy it. Lucy

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This really shows how using an image and sound together really change your understanding. Maybe before showing students an image they could have time to say what they think it is using basic opinion phrases and a noun structure. I think they'd enjoy it. Lucy

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it was interesting to me that my listening did not match the image:) I thought of water dropping then door squeegee. it is great idea to reveal images to laughter and discussion

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it was interesting to me that my listening did not match the image:) I thought of water dropping then door squeegee. it is great idea to reveal images to laughter and discussion

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get them to listen to a conversation from a film then speculate what is happening & what they're talking about (i'm imagining a low-level group of language learners), then the revealed visual will give many 'answers'.

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As I mentioned in previous padlet, you could use sound only to get students to think of the ambiance, emotions, adjectives... The reveal may then shock, surprise, make them laugh... and therefore get them to think about how they can use this in their own movie and how effective it could be. I think students will also have more imagination than we might have a teacher so they would be able to bring quite a lot to the lesson.By Aurelie Charles