Short Film in Language Teaching - Step 1.6 Adding Images Back to Sounds by British Film Institute

Hi

cute_m — 2017-09-18 09:58:55 UTC

Focused Listening

aurelipopot — 2017-09-18 12:36:34 UTC

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

simple idea

david_alexander2 — 2017-09-18 13:04:55 UTC

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'.

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

2017-09-18 19:05:49 UTC

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

2017-09-19 08:40:39 UTC

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.

fpedbgovhk — 2017-09-19 12:40:32 UTC

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.

2017-09-19 13:00:41 UTC

Helle

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

maggieneale — 2017-09-19 19:59:46 UTC

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!

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.

mvera4 — 2017-09-19 20:33:11 UTC

Natalia Juiz

2017-09-19 23:09:21 UTC

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.

I

maryzonneveld — 2017-09-20 09:17:03 UTC

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.

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

2017-09-20 14:32:27 UTC

venturelli_laura — 2017-09-20 14:35:12 UTC

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.

Adding Images Back to Sounds.

jaqrobb — 2017-09-20 16:43:24 UTC

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.

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

2017-09-20 18:06:18 UTC

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.

2017-09-20 20:42:18 UTC

I didn't hear the foot step noise!

plateau229 — 2017-09-21 08:55:22 UTC

kristina21 — 2017-09-21 12:12:37 UTC

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

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.

2017-09-21 12:42:11 UTC

Teaching resources: teaching music genres using short films

huet_muriel — 2017-09-21 16:01:13 UTC

Introduce some adjectives first

udigrudi — 2017-09-21 17:05:35 UTC

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.

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!

pepa_benitez — 2017-09-21 17:32:47 UTC

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

marvorontsova — 2017-09-21 20:42:52 UTC

Images after listening to sounds

1947marga — 2017-09-22 04:12:54 UTC

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

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.

delnawadia — 2017-09-22 16:10:52 UTC

Watching the images after listening

acastillo29 — 2017-09-22 17:47:20 UTC

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".

Adding images back to sound

isaacwajntraub — 2017-09-22 20:55:39 UTC

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.

Watching images after listening to sound:

mariacazale_varni — 2017-09-22 22:20:11 UTC

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.

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.

2017-09-23 09:30:40 UTC

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

2017-09-23 13:42:03 UTC

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...".

uiglesiasfuertes — 2017-09-23 17:52:25 UTC

Thanks for the idea!

Adding image

miprofesion07 — 2017-09-24 17:43:10 UTC

Adding image bac

miprofesion07 — 2017-09-24 17:43:12 UTC

Adding images back to sound

miprofesion07 — 2017-09-24 17:43:14 UTC

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.

Adding Image to sound

suarezalvarezmaria — 2017-09-25 09:25:39 UTC

Doubt, please share suggestions

2017-09-25 10:01:12 UTC

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

sonia_bueno_garcia — 2017-09-26 10:17:18 UTC

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 :)

portamacmark — 2017-09-27 09:05:50 UTC

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.

2017-09-27 22:10:16 UTC

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...

My activity (Adding image to sound)

Pazeoi — 2017-09-28 09:55:08 UTC

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.

I think...

maria_stallvik — 2017-09-28 10:40:44 UTC

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.

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.

tiina_haapala_p — 2017-09-28 11:02:29 UTC

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

2017-09-28 11:10:43 UTC

By Adding images back to sounds

2017-09-28 20:06:35 UTC

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 .

Adding images to sound

2017-09-29 02:28:02 UTC

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?

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

mj_martos_blanco — 2017-09-29 10:42:17 UTC

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

Adding images to sound

2017-09-29 17:05:29 UTC

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!

1st Sound + image

2017-09-30 20:44:02 UTC

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!).

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

2017-10-01 15:46:07 UTC

Opinion

2017-10-02 16:00:16 UTC

Fan

Similar Idea

pbentham — 2017-10-04 15:15:16 UTC

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!

2017-10-09 11:07:18 UTC

the silence acquires a different meaning

avolagrazia — 2017-10-09 22:07:53 UTC

user_1412366178 — 2017-10-10 00:14:31 UTC

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.

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

wildbore88 — 2017-10-11 09:18:33 UTC

That is a good Idea/

annafernandes1 — 2017-10-13 09:20:09 UTC

I consider it useful

tinoudu07 — 2017-10-17 18:11:06 UTC

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.

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?

valnagel70 — 2017-10-24 08:01:14 UTC

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

2017-10-25 18:08:03 UTC

Thank you

2017-10-25 18:46:24 UTC

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

2017-10-25 21:36:05 UTC

2017-10-26 04:16:31 UTC

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.

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.

2017-11-02 14:36:38 UTC

The Romantic Garden

esthergombor — 2017-11-14 20:15:25 UTC

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 :)

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.

2017-12-03 12:06:16 UTC