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Using Authentic Video in the Language Classroom

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Using Authentic Video in
the Language Classroom

Jane Sherman
PUBLISHED BY THE PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE
The Pitt Building, Trumpington Street, Cambridge, United Kingdom

CAMBRIDGE UNIVERSITY PRESS

The Edinburgh Building, Cambridge CB2 2RU, UK
40 West 20th Street, New York, NY 10011– 4211, USA
477 Williamstown Road, Port Melbourne, VIC 3207, Australia
Ruiz de Alarcón 13, 28014 Madrid, Spain
Dock House, The Waterfront, Cape Town 8001, South Africa

http://www.cambridge.org

© Cambridge University Press 2003

This book is in copyright, which normally means that no reproduction

of any part may take place without the written permission of
Cambridge University Press. The copying of certain parts of it
by individual teachers for use in classrooms, however, is hereby
permitted without such formality. To aid identification, activities
which are copiable by the teacher without further permission are
identified by a separate copyright notice: © Cambridge University Press 2003.

First published 2003

Printed in the United Kingdom at the University Press, Cambridge

Typeset in Sabon 10/12pt System QuarkXPress™ [OD&I]

A catalogue record for this book is available from the British Library

Library of Congress Cataloging-in-Publication Data applied for

ISBN 0 521 79961 9 paperback

 Contents

Thanks and acknowledgements x

Introduction 1
Why use authentic video? 1
What you need 3
Ways of using video 6
How to use this book 7
General guidelines for video activities 9

Part A
I Video drama
Introduction 12

1 Full-length feature films 18

Doing a film 18
The film and the book 27

2 Other video drama 35

Drama series 35
Sitcoms 38
Soap operas 42

3 Short dramatic sequences 46

Drama clips 46
Comedy sketches 55

II Non-fiction video
Introduction 59

v
Contents

1 Programmes about real life 62

Documentaries and educational films 62
The TV news (including weather, national events, speeches) 68
Interviews and talk shows 82
Sports programmes 90
Game shows 96

2 Short sequences and promotions 99

Non-fiction clips 99
TV commercials 105

Part B
Activities with authentic video
1 Video comprehension 118

2 Activities 123
Accents 123
Act along 123
Ad angles 124
Ad language 125
Adopt a character 125
Advice 126
Answers 127
Awkward questions 128
Before and after 129
Best image 130
Best scene 131
Body language 131
Body parts 132
Book and film 132
Case study 134
Casting couch 1 134
Casting couch 2 135
Celebrity interview 137
Changes 138
Character network 139
Chases 141
Choose your words 142
Climax 143

vi
 Contents

Comment 145
Commentary/Copywriter 145
Completions 146
Cross-cutting 147
Culture 148
Daily life 149
Decisions 151
Describe an ad 152
Describing real interaction 154
Describing speech style 155
Diary 156
Dossier 157
Dress 158
Effects 158
Enigmas 159
Experts 160
Eye on the object 161
Famous films 161
Famous people 162
Fashion parade 163
Favourite scene 164
Feeling flow 165
Fights 167
Film presentation 168
Floor 169
Fly on the wall 170
Follow the news 171
Getting things done 172
Gossip 173
Grading 173
Heard and seen 175
Holophrases 176
How it’s done 177
I spy 177
Interactive language 178
Interview 180
Interview article 181
Invisible music 184
Issues 184
Jumbled statements 185
Labelling and linking 186
Lead-in 187
Learning English with films 189

vii
Contents

Letters to the editor 190

Lifestyle 192
Lipreading and mindreading 192
Long and short 193
Loves and hates 194
Make a case 195
Make a case for character 195
Maps and journeys 196
Matching 196
Misapprehensions 198
Missing character 198
Missing scene 199
News leads 199
News script 200
New story 202
One-liner 203
Organization man 204
Oscar 205
Other people’s shoes 206
Over the top 207
Panning 207
Parallels 208
Pick of the news 209
Picture it 209
Place and period 211
Plan a chase 212
Plot idea 1 213
Plot idea 2 216
Preview 217
Problem 217
Programme proposal 220
Puff 220
Purrs and slurs 221
Puzzle 221
Question types 222
Questions 223
Quotes 224
Quoting and illustrating 224
Racing 225
Reaction shots 226
Reading aloud 228
Rhetoric 229
Rules 230

viii
 Contents

Runabout 232
Scenario 232
Schema 233
Script 234
Scriptwriter 236
Seen it before 237
Sequel and prequel 238
Set the scene 238
Silly soaps 239
Situation report 240
Soap chronicles 241
Soap write-out 242
Speculations 242
Speech acts 244
Sports highlights 246
Sports quiz 246
Stage directions 247
Stand by it 248
Structures 249
Subtitles 1 249
Subtitles 2 250
Summary 250
Talk show 251
Telephone conversations 253
Tenses 253
Themes 254
Tone up 255
Transcript 256
Trigger 257
Turning points 257
Twin texts 259
Viewshare 260
Voice 1 261
Voice 2 262
Voxpop 262
Walkthrough 263
Weather words 263
What next? 265
What’s going on? 266
What weather where 267
Why and How? 268
Wordhunt 268
Writing the book 270
Your movie 270
3 Glossary 272
Index 275
ix
1 Full-length feature films

Doing a film

Accents 123 Act along 123 Adopt a character 125 Advice 126
Before and after 129 Best scene 131 Body language 131
Character network 139 Choose your words 142 Climax 143
Cross-cutting 147 Decisions 151 Dossier 157
Eye on the object 161 Famous films 161 Famous people 162
Favourite scene 164 Feeling flow 165 Fights 167
Film presentation 168 Fly on the wall 170 Getting things done 172
Grading 173 Heard and seen 175 Interactive language 178
Issues 184 Jumbled statements 185 Lead-in 187 Lifestyle 192
Make a case 195 Make a case for character 195
Maps and journeys 196 Misapprehensions 198
Missing character 198 Oscar 205 Other people’s shoes 206
Over the top 207 Parallels 208 Place and period 211
Plan a chase 212 Plot idea 1 213 Plot idea 2 216 Puff 220
Questions 223 Quotes 224 Schema 233 Seen it before 237
Sequel and prequel 238 Speculations 242 Speech acts 244
Subtitles 1 249 Summary 250 Telephone conversations 253
Tenses 253 Transcript 256 Turning points 257 Voice 2 262
What’s going on? 266 Why and How? 268 Wordhunt 268
Writing the book 270 Your movie 270

At all levels we are looking for ways of maximising comprehension, but

we also have a logistical problem with feature films: movies are long,
teaching hours are short, so we also need to be able to fit films into a
classroom schedule. How can we meet these two aims at the same time?
Here are some possibilities.

Illustrated talk
Tell the story of the film yourself, illustrating it by showing three or four
key scenes chosen for their comprehensibility and impact. Leave the story
at a climactic point and don’t tell the ending (Film presentation). After-
wards offer the video cassette to whoever wants to see the whole film;

18
 Full-length feature films

they should come back and report to the class on what happened in the
end. This is a good way of doing a number of films in a short time; after
one or two demonstrations by the teacher, groups of students can under-
take to present a film of their choice in the same way (Film presentation).

Salami tactics
‘Slice up’ the film into five or six episodes and do it over several lessons.
Start with a lead-in (Lead-in, Plot idea 2, Schema, Seen it before, Voice
2). After each section do:
• a recap activity (Adopt a character, Before and after, Character
network, Cross-cutting, Dossier Variation 2, Jumbled statements,
Make a case, Make a case for character, Sequel and prequel
(Prequel), Schema, Summary, Why and How?)
• a prediction/anticipation activity (Advice, Decisions, Speculations)
for comprehension of the next section; other possibilities, depending
on the film, are Chases Variation 1, Fights, Missing character and
Seen it before Variation 2
This approach is time-consuming but worth it for a very good film which
everyone badly wants to see.

Front loading
Concentrate on the introduction. The director normally uses the first
15–20 minutes of a film for ‘exposition’, i.e. to establish the setting and
set up the characters, relationships, plot and themes. Working on this
introductory part therefore really helps in understanding the whole film.
Use one lesson to view the introduction only, do suitable recap activities
(see Salami tactics above), then view the introduction again. Make sure
that the recap activities are used to raise questions for the second viewing
of the introduction – avoid the teacherly temptation to provide right
answers. In the following lesson(s) view the rest of the film. This can be
followed (or not) by activities on
• the whole film (Before and after, Best scene, Climax, Dossier, Eye on
the object, Film presentation, Issues, Lifestyle, Misapprehensions, Oscar,
Place and period, Puff, Sequel and prequel (Sequel), Turning points)
• individual scenes for their action (Act along, Body language, Cross-
cutting, Feeling flow, Fights, Fly on the wall, Quotes, Speech acts,
What’s going on?, Writing the book)
• individual scenes for their language (Accents, Choose your words,
Interactive language, Questions, Subtitles 1, Telephone
conversations, Tenses, Transcript, Wordhunt)

19
Using Authentic Video in the Language Classroom

Box 2 outlines a possible sequence. Alternatively, do a series of single

lessons on film introductions and get students to select the one they would
like to see to the end, either in class or on their own; or get groups to view
the remainder of each film outside class and report back to the class.

Independent film study

If films are available for independent viewing, discuss strategies with
students (Learning English with feature films). If students are enthusi-
astic, suggest a more extensive independent film study project, done
individually or in small groups. The project in Box 2 has been done many
times with students from 16 to 30. It is organized on the ‘front loading’
principle, with a break and recap activities after the introduction, then a
viewing of the rest of the film and activities on the plot, characters and
language. Mature advanced students can work on their own, but still
need models of the type of product required (see page 9). One solution
is to use previous students’ projects as models. Younger or lower-level
students need more support. Work through one film together in class,
following the project outline, and together produce a set of model
answers which students can refer to when working on their own. Then
get students to work on their own films in groups, dividing up the activ-
ities between them. Finish with mini-presentations by each group to the
class as a whole: they need this prospect to keep them going.

20
 Full-length feature films

BOX 2 Independent film study project

Instructions for students
1 Selection: View a number of film beginnings to get an idea of
what makes a film understandable and to help you choose your
own film. Then view the introduction (the first 15–20 minutes) of
your selected film and write a difficulty report (see Grading).
2 Activities on the introduction: View the introduction again, then
do two of these activities: Adopt a character, Character network,
Lifestyle, Make a case for character, Summary. (N.B. It is a
temptation to go on viewing all the way through, but it will really
improve your comprehension if you view the beginning twice.)
3 Viewing break: View the rest of the film right through.
4 Nitty-gritty: View the rest of the film again in order to prepare a
quiz for other viewers. This helps you to become familiar with the
film, and also produces exercises which can be used by other
students. Choose one of these activities: Dossier, Jumbled
statements Variation.
5 Overview: Review the plot or the themes of the film with one of
the following activities: Climax, Issues, Misapprehensions.
6 Close focus: Select your own two scenes for a close focus on the
action and the language. For the action, choose Fly on the wall,
What’s going on? or Writing the book; and for language study,
Choose your words, Transcript or Wordhunt.
7 Evaluation: If you are working alone, you should do the activity
Oscar; if in a group, do Film presentation.
© Cambridge University Press 2003

If your institution has a film library, self-access viewing facilities and an

active viewing population, you can get students to create material for
‘film files’ on individual movies which can be used by other students. Ask
them to grade the films for subsequent viewers (Grading) and include
this grading as the first document in the file. Other items in the file can
be quizzes on various aspects of the film (with keys) (Dossier, Jumbled
statements Variation), questions about behaviour or issues (Issues),
gapped dictations (Transcript) and critical reviews (Oscar).

Follow-up worksheets
Any film viewing, whether in class or independent, can be extended with
independent work on reactions and interactions or on language (use part
or all of the worksheets in Boxes 3 and 4).

21
Using Authentic Video in the Language Classroom

BOX 3 Reaction and interaction

Instructions for students
1 Find three extended interactions in your film, name them and say
what they are (Speech acts), e.g.:
Wanda introduces Otto to George.
Wendy grumbles about her day.
George briefs his team.
A Fish Called Wanda

2 Find three very clear reactions in your film and describe them
(Reaction shots), e.g.:
Magnus is startled to realize that the house is already surrounded
by police.
Mary is furious with the police for treating Magnus like a criminal.
Mrs P is perplexed when Magnus kisses her goodnight.
The Perfect Spy (BBC drama series)

3 Find a scene with a lot of clear verbal interaction. Describe it in

terms of the ‘speech acts’, i.e. what people do with their words
(Speech acts), e.g.:
Neil’s father REPROACHES him for disobeying his orders.
He THREATENS to take him away from the school.
Neil PROTESTS.
He SAYS they don’t take any notice of what he feels.
His father CHALLENGES him to say what he feels.
Neil is SPEECHLESS.
He MUMBLES ‘Nothing’.
Dead Poets Society

4 Find a scene where body language shows feelings well (Body

language). Describe what people do and what it shows, e.g.:
Helen and Paul meet on the landing.
She goes towards him and holds out her hands. (= She is pleased
to meet him.)
He backs away, turns his head aside and slips past her. (= He is
avoiding her.)
She moves after him, but stops. (= She realizes that he doesn’t
want to see her.)
She turns her head aside. (= She is puzzled.)
Howards End

22
 Full-length feature films

5 Choose one whole scene and describe what’s going on, bringing
out the dynamic of the scene, the psychological interaction and
its significance (What’s going on?). As you tell the story, consider:
• What feelings can you see?
• What are the characters trying to do?
• Is there a turning point in the scene? What causes it?
• What is different by the end of the scene?
• How does the scene move the action forward? What is its
significance?
© Cambridge University Press 2003

BOX 4 Language study for drama films

Instructions for students (examples from Groundhog Day)
1 Accents: Find an interesting accent in your film. Try to identify
the features and imitate the accent. Then write down ten words
which sound different from the English you know and be
prepared to say them, e.g. (standard American):
hog first possibility talk altitudes thirty
2 Questions: Write down and classify ten questions spoken in your
film, e.g.
You off to see the groundhog?
Question form, short, positive (present)
Did you sleep well?
Question form, positive (simple past)
I don’t suppose there’s any chance of getting an espresso?
Indirect question, negative (present)
Will you be checking out today?
Question form, positive (future continuous)
3 Verb forms: Find 12 verb forms, all different. Include at least two
negatives, three modal verbs, one continuous form and one
irregular past tense. Write down the sentences in which they
occur and underline the verb, e.g.
You’re missing all the fun.
Some of them have been partying all night.
It’s that giant blizzard we’re not supposed to get.
You should get your head examined.
I thought it was yesterday.
What would you do if you were stuck in one place and every day
was exactly the same?

23
Using Authentic Video in the Language Classroom

4 Functional language: Make a collection of 12 pieces of functional

language which you think might be useful to you or your fellow
students, e.g.
How’re you doing? It’s been great seeing you.
Watch out for that step. Over here!
Take a look at this. I’m not making it up.
© Cambridge University Press 2003

‘True stories’
There is no clear dividing line between fact and fiction in feature films
but some films do claim to be about real-life events and try to reflect
the awkwardness of reality, with its ambiguous and unpredictable
events, complex social scenery and long undramatic time spans. They are
particularly useful in projects since they often centre on a theme or issue
and have vivid historical, social or geographical settings.
There are two main types of ‘true story’: biographical films (‘biopics’)
(e.g. Carrington, My Left Foot, Out of Africa, Shine, Wilde), which put
one individual’s life at the centre of the story; and history films (e.g.
Amistad, Schindler’s List, Waterloo), which are more interested in events
and show a range of characters. Films about real contemporary events
(e.g. Alive, Awakenings, Dead Man Walking, In the Name of the Father)
are either like history films (mainly about the event) or like biographies
(mainly about the people). Most of the ideas suggested for fiction films
above are just as appropriate for these ‘true stories’, but there are some
alternatives and extras you may find useful for coping with their special
difficulties and potentialities.
Though ‘true story’ films drastically select and simplify real-life
events, they are still difficult to digest. They refer constantly to events
which happened before the film began (‘We don’t want another civil
war!’), or which are outside the visible action (‘My lord, France has
declared war!’), or they use the dialogue to interpret the visible scene to
make sure we understand what is going on (‘Now here we are at Fort
William, Colonel, and that is the English army’). Thus a lot of the
dialogue is explanation, saying what is happening and why, and how we
ought to feel about it – a much-parodied feature. This creates an extra
comprehension burden. To tackle this, Heard and seen, Why and How?
are tough but necessary overview activities which highlight the signifi-
cance of events before, during and beyond the film.

24
 Full-length feature films

History films
These in particular have to establish a complex background very rapidly
at the beginning (remember those historical parchment summaries
scrolling up at the beginning of old history films?). It is therefore worth
spending even more time than usual on the first 20 minutes (see Front
loading, page 19) and preparing as much as possible (Famous people,
Maps and journeys). For a recap of the introduction do Character
network. There may also be overview exercises which are particularly
suitable. Most history films involve military or political battles (Fights)
and a lot of moving around (Maps and journeys). As period pieces they
can be scanned for information on life in the past (Place and period).
They deal with themes which are found in all countries’ histories – lives
of great men, civil war, rebellion, invasion, social oppression, discovery,
struggles for human rights – so they give rich opportunities for com-
parisons with students’ own countries (Parallels) and a good basis for
oral presentations and discussion.

Films about contemporary events

These benefit from the same kind of background enrichment as history
films, e.g. In the Name of the Father cries out for a sketch of the recent
history of Northern Ireland and the issues involved. Many deal with
issues (Issues) and present cases (legal, existential, medical, moral): how
to survive on a snowbound mountain, how to cope with wrongful
imprisonment, what’s wrong with the comatose patients, etc. These
inspire the same kinds of approach as drama series episodes (see pages
35–7). They focus on understanding the important facts of the situation
(Summary, Schema, Speculations) and the interests involved (Character
network); they show people deciding what to do about the case (Case
study, Decisions) and getting it done (Getting things done), usually in the
teeth of human opposition (Fights).

Biographical films
Films about relatively ordinary people invite comparison with oneself in
all possible ways (Lifestyle, Other people’s shoes, Turning points Follow-
up). Do any of these before, during or after the film. Since real lives are
full of pointers to the future but also full of surprises, such films are
suitable for predictions in the middle of the movie (Speculations). With
biopics about famous people or public figures, use Famous people and
Voice 2 to give an idea of the person before launching into the film. Films
about national leaders, showbiz personalities, artists or famous criminals

25
Using Authentic Video in the Language Classroom

make a good basis for comparison with national figures in other coun-
tries (Parallels). Unlike most fiction films, biographies of famous people
usually have something to say (though not much) about the protagonist’s
work (Famous people Variation); they often also show success/failure
very clearly and try with hindsight to make connections between circum-
stance, personality and society (Turning points). Films about creative
artists tend to neglect the creative side in favour of life and loves, but you
can often exploit the artist’s music/art/poetry/prose for mood and back-
ground and use the artistic works to supply a framework for the action,
moving from landmark to landmark. For example, the film Amadeus
about Mozart was introduced with some of the musical highlights from
the film (sound only) and a discussion of their mood (Invisible music). If
there are voice-over readings from a writer (as in Wilde and Out of
Africa), they can be studied separately before or after the film. For
painters, you may be able to get copies of pictures which are seen in a
film (try the Internet). Get students to discuss subject and mood before
viewing; afterwards they can arrange the pictures in chronological order
and explain their significance in the story.

Talking about feature films

Since most students have extensive experience of feature films, they need
little prompting to talk about them and to create scenes and plot ideas.
These activities have the advantage that they can be done without any
video equipment. The standard assignment ‘Write about your favourite
film’ produces more interesting writing if there is some preliminary
discussion (try the activity Famous films) or a focus on a Favourite film
scene. Also illuminating is the creation of a climactic moment from one’s
own movie (Your movie). The more elaborate film-invention activity Plot
idea 1 gets good results with advanced students (Plot idea 2 is a simpler
version); while Plan a chase is suitable at any level for those who enjoy
the excitement of a chase. All these activities contribute to critical evalu-
ation of films (Film presentation, Oscar, Over the top).

26
 Full-length feature films

The film and the book

Adopt a character 125 Before and after 129 Book and film 132
Casting couch 1 134 Casting couch 2 135 Changes 138
Climax 143 Effects 158 Famous people 162 Feeling flow 165
Lead-in 187 Make a case for character 195 Maps and journeys 196
One-liner 203 Picture it 209 Puff 220 Quotes 224
Reading aloud 228 Scriptwriter 236 Set the scene 238
Stage directions 247 Twin texts 259 Walkthrough 263
What’s going on? 266 Writing the book 270

(Other activities for feature films can supplement work with film and
book. See Doing a film, page 18.)

You sometimes find yourself in the joyful position of having the book as
well as the film – not one text but two parallel versions of the same story,
which are more or less faithful to one another. This offers rich possibili-
ties: it gives you some of the filmscript and saves laborious transcribing;
it allows you to use one text to improve literal comprehension of the
other (Climax, Twin texts); it enables you to compare the two texts,
shedding light on both (Changes); finally, it makes it possible to see how
the film (or the book) has been created/adapted from the book (or the
film) and to simulate the process yourself (Writing the book or the Make
the movie sequence, page 29). One great advantage is in the study of
classic literature, but most activities that can be done with Romeo and
Juliet, Room with a View or Great Expectations can also be done with
Babe, Dances with Wolves or Michael Collins.
When we talk about film and book, we usually think of a novel that
has been made into a film or televised, but there are other relationships.
Many novels are now written in the hope of being filmed and are virtu-
ally screenplays; some are written from and after the film (e.g. Accidental
Hero, Yes Prime Minister, some of the Star Trek series). In some histor-
ical and biographical reconstructions the film is modelled on a specific
book (e.g. Schindler’s List, 84 Charing Cross Road), based on a stage
play (The Madness of King George, A Man for All Seasons) or created
from history books, reminiscences, letters, diaries, biographies, folklore,
encyclopaedias and historical documents (Out of Africa, Robin Hood).
These all give different possibilities.
Here are some things you may want to do:
• Use single scenes. You are not planning to use either the whole film
or the whole book, but just work with one or two interesting
parallel scenes (book and film) for the purpose of language activation.

27
Using Authentic Video in the Language Classroom

• Use the book to supplement and clarify the film. You are mainly
interested in doing the film, and plan to extend your study of the
film with a few passages from the book.
• Use the film to illuminate the book. You are making a study of the
book (or parts of it), probably as literature, and you want to use the
film to throw light on it, engage interest, stimulate discussion.
Whatever your purpose, check the book for reading difficulty. A film
may present problems of aural comprehension, but a novel has at least
ten times as many words (a transcript of a film dialogue may reach 20
pages; a typical novel has 250 pages), and the vocabulary may be wide-
ranging, so reading the book scene can be relatively long and demanding.
You can, however, find easy single scenes; modern blockbuster novels
written with the cinema in mind often use quite a limited vocabulary;
children’s books are often (not always) easier; there are some very good
simplified readers adapted from books which have been filmed, and
many great writers (e.g. Graham Greene, Hemingway, George Orwell,
Oscar Wilde) have simple clear passages which are accessible to lower-
intermediate learners. Even a rather heavy literary scene will lighten up
if the comprehension demands are limited or if the film scene has been
viewed first.

Using single scenes

Turning a novel into a film generally means removing many scenes,
adding a few and drastically changing others, but there are usually scenes
which are recognizably the same. These parallel scenes give good oppor-
tunities for observing differences and the reasons for them, and for trying
one’s hand at bringing the written scene to life as a film.
Comprehension, of all kinds, is the payoff. The changes the
scriptwriter and director have made to the scene are there in the film to
be noticed and discussed, and make for quite compelling close-focus
listening comprehension and reading activities (Changes) going back and
forth between the text and the film. You can precede or follow these with
a discussion of the general differences between film and novels (Book
and film), illustrated by parallel scenes. The activity Writing the book
demands good aural understanding as well as a feeling for the conven-
tions of written fiction.
Most of all, creating a film scene from a written one may well be the
ultimate exercise in reading comprehension, since the director, the
scriptwriter and the actors all have to understand the intentions of the
writer in order to bring them to life. Experienced readers of fiction (e.g.
teachers) often assume that students are as adept as they are at breathing

28
 Full-length feature films

life into the written page, but ‘reading’ the conventions of a novel is a
learned art, and novice readers can learn a lot from the process of
turning text into film. Make the movie (Box 5) is a series of activities in
which students try out their talents as film directors on a scene from
written fiction. They visualize the action (Reading aloud), produce a
simple script (Scriptwriter), try out particular lines (One-liner), sketch
the setting and test it out (Set the scene, Walkthrough), and decide on
lighting, sound effects and shot sequences (Effects). The process can be
halted at any stage in order to view the corresponding scene from the
film and compare it with students’ own directorial decisions. The
complete project exercises a range of language skills. The possible
sequences and combinations are in Box 5.
Choose short scenes which are explicit about settings, actions and
reactions and have a fair amount of interactive dialogue.

BOX 5 Make the movie: activity sequence

Reading aloud
and/or
Scriptwriter Set the scene Walkthrough Film the scene
and/or and/or
One-liner Effects

View the scene View the scene View the scene View the scene

Don’t do more than three activities on any one scene, or interest will flag.
If you get as far as the final stage, and have a video camera, do allow
students to film their own self-selected scenes (see also Make your own
movie, page 33). The results are inevitably at the home-movie level but
the motivation generated is tremendous. (N.B. The difference between
hopeless failure and moderate success is almost entirely in the quality of
the sound recording – drive home this message!)
Parallel scenes in stage plays and film offer much the same opportuni-
ties, with the advantage that the two media are closer to each other, and
the script (often with stage directions) is already given. Scenes from
Shakespeare are worth comparing (Changes) and students can easily
‘make the movie’ from a drama script with the activity sequence One-
liner, Set the scene, Walkthrough and Effects.

29
Using Authentic Video in the Language Classroom

Using the book to supplement and clarify the film

A book which is the source of a feature film is generally longer and more
complex than the film and has more background information, more
detail, more explanations and often more subtle interpretations of char-
acter and relationships. Often films make huge changes in the book:
cutting whole themes, characters or story lines, introducing new charac-
ters, changing the setting or rewriting the plot, and bringing howls of
protest from authors and purist readers. Nevertheless, there’s generally
enough common ground to give a lot of scope for using bits of the book
to extend the film experience and to help with literal comprehension.
The following suggestions apply to novels, drama and non-fiction books.
Bear in mind the pressure of time: it takes a long time to do a feature
film and adding passages from the book may extend it. Be sure that the
film you are going to work on deserves this amount of attention, and
take steps to reduce the time spent in class (e.g. give the reading for
homework or substitute reading an extract from the book for viewing a
part of the film).
Before viewing the film, read a scene from the book to lift overall
viewing comprehension. If the opening film scene is also in the book, the
book scene can be used as a lead-in (Reading aloud) especially if it has a
rich mixture of setting, action and dialogue to establish plot, character
and themes. Use an early book scene to feed speculation about charac-
ters’ appearance (Casting couch 2) before seeing them in the film.
Later in the viewing, make a difficult but crucial video scene more
accessible by getting students to read it first. You can focus the reading
on complicated action, motivations, or the exact words spoken (Adopt a
character, One-liner, Reading aloud, Scriptwriter). In-depth knowledge
of any written scene makes a good basis for discussing differences in the
parallel film scene (Changes). If you are doing the film as an illustrated
talk (see page 18), vary the approach by having students view some parts
and read others; if you are doing it in sections (see page 19), give scenes
(already viewed) from the book as follow-up reading homework, or give
a forthcoming book scene for homework and ask students to report on
it as the lead-in to the next section. In any case, if the book is suitable for
the level, make it available to students who are interested in doing extra
reading; they may also like to report to the class on the major differences.
‘True stories’ about famous people or historical events tend to glide
rather rapidly over the historical background and rarely present unbi-
ased accounts. Extra depth and accuracy, as well as a feeling for the time
frame and the geography of the events, can be added by using extracts
from encyclopaedias, dictionaries of national biography, atlases or
Internet information (Famous people, Maps and journeys), which bring
a welcome touch of factual reality.

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 Full-length feature films

Using the film to illuminate the book

Many school and university students study English literary classics as
part of their English syllabus (e.g. Hamlet, The Picture of Dorian Grey,
Great Expectations, Howard’s End). Most of these have been made into
high-quality films (some several times) which are widely available. When
students are having a hard time reading extensively in English and are
resorting to translations to get them through, video materials are a great
gift. But what is the best way to use the video to throw light on the book
and raise interest in it? If your students have some knowledge of the
book but haven’t seen the film, your great advantage is surprise and you
shouldn’t waste it. Tease your audience – delay viewing: use scenes and
activities which will reinforce and extend students’ knowledge of the
written text before they see the whole film. Whet the appetite with a
lead-in, then do an overview activity to get the feeling of the whole and
to frame the activities which come next. Follow with one or two close-
focus exercises and some activities on how particular aspects of the book
can be realized on film. If you have time, plan a film scene from a book
scene and then view the video version. Then, when you’ve got the most
out of the suspense, view the whole film. Here are some suggestions:
• Lead-ins Try interpreting aspects of the whole book as a director would
do, e.g. by getting students to suggest appropriate images to introduce
the film (Lead-in), or to find suitable bodies for the characters (Casting
couch 1 and 2). Simpler lead-ins are matching a video scene with a
scene in the book (Twin texts), identifying significant utterances
(Quotes), or focusing on details of the lifestyle (Picture it Variation 3)
to raise awareness of the cultural realities of place and period.
• Overview activities Look at the plot briefly (Puff) or in some depth
(Climax), or at important characters (Make a case for character). Or
use a few short film sequences (Before and after) to review what
students know (or don’t know) about the overall action in the book.
• Close-focus activities As a third stage, give students a choice of scenes
for doing one activity on individual feelings or character interaction
(Adopt a character, Feeling flow, Quotes, What’s going on?), and
another on how the written text is brought to life in film (Changes,
One-liner, Reading aloud, Stage directions).
• Make the movie All this gives a feeling for the style of the film, so that
students can step into the director’s shoes and choose a particular
scene to use to Make the movie (see page 29).
Revealing the film in this way, bit by bit, means that by the time students
come to see the whole film, they will have much greater insight into both
film and book, will have revised the book quite thoroughly and will also
find the film much easier to follow.

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Using Authentic Video in the Language Classroom

Independent work
If your institution has self-access listening comprehension exercises, they
can easily be supplemented with activities based on single parallel scenes:
The activity Changes is good for stand-alone comprehension, with scenes
pre-selected by teachers or by students themselves.
If there are some book-film pairs in the resources library, leave some
suggestions for students (see Box 6). You can run this as an advanced
project, culminating in an essay or oral report.

BOX 6 Book and film

Independent work: instructions for students
Choose a book and film you’d like to study. You may have already
seen the film or read the book, or you may not know either of them.
Read first or view first, as you wish, and then:
• Find the place in the book where the film begins (before the book
starts, at the beginning, later?).
• Find a scene which is in both the film and book and do the
activity Changes.
• Find a character in the book/film who is not in the film/book.
• Find a scene in the book/film which is not in the film/book.
• Find a physical description of a person, place or thing and
compare it with the film version.
• Look at the list in Book and film and find two examples of things
well done in the book, and two examples of things well done in
the film.
• Comment on a few of the main changes you have noticed.
© Cambridge University Press 2003

Once the Make the movie sequence (see page 29) has been tried out in
class, students can have a go independently at making a scene from a
book, culminating in filming with a camcorder if available (see Box 7 for
instructions). This activity has been successfully linked with an indepen-
dent book-reading project for advanced students, who themselves
selected the scenes they wanted to film; lower levels can choose a scene
from a class reader, a simplified reader or a drama script, or be given a
book scene by their teacher. The choice of scene is crucial. One lower-
intermediate class did excellent work with an early scene from Babe, but
were reluctant to film it since some objected to playing ducks and puppies
and the piglet hero refused to have his nose licked as the script demanded!
They did consent to a walkthrough, however, and discussed and designed
setting and lighting (Effects) before viewing the original scene.
Students should also be aware that this project will take some time

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 Full-length feature films

and that it depends on everyone in the group being both available and
reliable.
BOX 7 Make your own movie
Instructions for students
1 Choose the book scene you want to film. Find a scene with a
fairly ordinary setting (e.g. house, garden, office), no special
effects and nothing in it that your actors will refuse to do or say.
2 Organize groups and assign jobs: you will need a director,
actors, a scriptwriter and a cameraperson.
3 Do a read-through of the scene (Reading aloud) and organize
the set (Set the scene). Identify any necessary costumes (keep it
simple) or props (= ‘properties’, objects you need).
4 Get the scriptwriter to produce the script in collaboration with
the director (Scriptwriter). Aim to cut the book’s written
dialogue to about half and think about what else the camera will
show apart from people talking. The script should contain stage
directions and also a sketch of the setting. Get feedback on the
language of your script from your teacher.
5 Organize the setting and try out the scene (Walkthrough). The
director should decide on pauses, timing and pace, indicate
where the main emphasis of the scene is and how to highlight it
(stress, action, gesture, timing, pausing, etc.), and suggest how
the lines should be spoken.
6 Actors learn their parts.
7 The director discusses with the cameraperson how the camera
will be used: long shots, zooms, panning shots, medium shots,
close-ups and where to break the action to get a change of shot.
With only one camera and no editing facilities, you will have to
shoot the scene in one continuous sequence, although you can
stop filming to change things around or to have a break. Write
your provisional decisions on the script (you can change them
later). Also decide on sound or lighting effects (Effects).
8 Trial run. The most important thing is good sound. Try to get a
boom mike and make sure the actors are near it when they
speak. Film in a quiet place with no outside noise and preferably
plenty of soft furnishings to absorb echoes (classrooms are NOT
good places). Try out the scene once without the camera, then
with the camera. View the result and get some feedback on the
language from your teacher.

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 Using Authentic Video in the Language Classroom

9 Do your final shoot.

10 Introduce the scene to your class. Say what book it’s from, who
the characters are, what point it represents in the action and why
you chose it. Then play your video scene.
11 Finally, view the scene in the original film and discuss your
different interpretations.
© Cambridge University Press 2003

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