STEP-BY-STEP PROJECTS: TEACHER’S NOTES B2

Dub a film

This project links to Unit 7 (On screen).

Overview c) Initiate a class discussion about the pros and cons

In this project, students find a short scene from a film of dubbing, voice-over, subtitles and remakes. Which
or TV series in their language that they translate into option do your students prefer and why? Which
English and then dub. option do they think would benefit their English the
most? Why? If you’ve done the Speaking lesson in
Note: If you haven’t done the opening spread of Unit 8 (Take part in a debate) on page 89, you could
Unit 7 (pages 72–73), you will need to make sure organise a class debate on this topic.
the terms dub/dubbed and subtitles/subtitled are
understood. Step 1: Choose a scene to dub
d) Divide the class into groups of 4–5 students. In their
groups, students first make a list of popular films or
Important: For this project, you will need the following TV series from your country or region. Point out that
equipment/materials: they can be recent productions or older, classic ones.
(1) each group will need access to a suitable minute- Older ones work well because other students may not
long scene from a movie in their own language; know them, or may enjoy seeing them again. When
ideally, each group should have a means of playing they’ve made their list, ask them to add the genre
their scene, but, if this is not possible, there next to each name. There’s a list of possible genres
should be one classroom device on which scenes in Exercise 1 on page 72 of the Student’s Book.
can be played e) The students now discuss which film or series on
(2) an audio recording device for groups to record their list would be the best choice for dubbing. If they
their dubbed script for their chosen scene (if find it hard to get started, ask them to think about
such a device is not available, please refer to the the genres and characters. Would something funny
alternative procedure) be a good choice? Or something dramatic? Should
the characters be similar to them in age? Remind
In all the Beyond projects, students should try to them to have their discussion in English. Refer to the
complete the tasks in English. Encourage them to speak example phrases and remind them that they can use
in English whenever possible during the preparation these phrases by replacing the words in italics with
steps. Point out the sample phrases for the different their own ideas.
tasks. They can replace the words in italics with their f) Students plan how to find a scene to dub from their
own ideas. chosen film or series. Draw their attention to the
This project should be spread over several lessons to criteria their scene needs to meet. It should have
allow enough preparation time for the different steps. several characters, be around a minute long and be
We recommend doing Step 1 in one class, then allowing ‘self-contained’, so that it can be understood without
students to find a scene to dub before continuing. seeing what comes before or after. They will need to
find the scene outside class but they should think of
Note: Remind students to be positive about one
where they can look now – on DVDs, home recordings
another’s ideas when they work together in groups.
or on internet sites like YouTube. Ideally they should
have a few days to do the research, perhaps over
Introduction a weekend.
a) Ask students how often they watch films and TV Note: If you think your students will find it hard to find
series that were made in a foreign language. Ask for scenes from their chosen film or series, you might
examples. Now ask how they understand them. This want to consider one of the alternatives below:
should bring up the words dubbed and/or subtitled A) Get the class to decide on one film or series and
– introduce them if not. Then ask if they know of then ask students to find a variety of potential
any other ways to make foreign-language films scenes from it. This will make researching the
comprehensible to local audiences. scenes easier and will provide a selection of
b) Give students copies of the project page. Read scenes for the groups to choose from.
through the questions at the top of the page. In B) Choose different scenes from the same film or
pairs, students try to answer the questions and then series yourself – ideally one popular with all the
read the Introduction to check their answers. When groups and assign your chosen scenes to the
they’ve finished, check through the answers together. different groups in the next lesson.
(Answers: 1 They’re generally dubbed (but it also
depends on the region and type of film/programme).
2 In dubbing, the actors’ voices completely replace
the original ones. In voice-over, the original voices
can be heard in the background. 3 When they’re
very successful.)
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© Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class.
STEP-BY-STEP PROJECTS: TEACHER’S NOTES B2
Dub a film

Step 2: Translate the scene m) Dubbing actors should practise saying their lines until
they are very familiar with them and can say them
g) Groups should now choose a scene to translate from
fast enough to match the original dialogue. They
the different scenes that its members have found.
should also work on their delivery.
Remind them to pick a scene that’s about a minute
n) When they’re ready, the actors should practise
long, has several characters and is self-contained.
dubbing the scene with the volume off. Again, how
h) Groups prepare to translate their chosen scene. How
this is done will depend on whether groups have their
they do this will depend on the technology available
own copy of their scene or not. If they don’t, they’ll
to you. If students in each group are able to bring
need to take turns using the class player. Other
at least one copy of the scene to class on a phone,
groups can watch as they do this. If there’s time,
tablet or laptop, they can translate it in groups. If not,
encourage groups to practise lines as many times
you will need to play the scenes one by one for the
as they need to in order to get them right. Any group
whole class and get each group to transcribe theirs.
members who aren’t dubbing voices should work
Whichever way you do it, make sure the students in
together to direct the scene and make the sound
each group watch their scene carefully to ensure they
effects.
understand what’s happening.
i) During the translation phase of the project, students Note: Ideally, the dubbing actors should try to
should take it in turns to write down the English get their lip movements to match those of their
dialogue. As they translate scenes, give help where characters (synchronise them). However, the extent to
needed and make dictionaries available if you can. which you encourage this will depend on how much
Encourage groups to think carefully about how they time you have, on the technology available to you and
translate things and not just to write down the first on how strong a particular group or class is.
thing that comes into their head. Make it clear that
translating word for word won’t work. They need to
think about the general context to make sure the Step 5: Record and present your scene
dialogues make sense. Get them to always question o) Students now record their scene. As with previous
whether a particular word, expression or verb tense is steps involving technology, they can either do this in
the best way to say something. their groups or they can record their scenes one by
one using a class recording device. If you don’t have
Step 3: Check the timing of your translation access to a recording device, students can dub their
j) As in (h) above, how students do this step will depend scene live when their turn comes.
on the technology at your disposal. If each group
has their own copy of their scene to watch, they can Note: There are some computer programs, apps and
continue to work in their groups. If there is only one internet sites that allow you to record audio over a
way of playing scenes, invite each group to come and video.
watch their scene when they finish translating. Some
groups will inevitably finish their translation faster p) Students now present their dubbed scene to other
than others, so this shouldn’t hold things up. groups (if they have their own recordings) or to
k) Groups say their English lines over the top of the the whole class (if there’s only one way to play the
original ones to help them get the timing right. At scene). The scene should be played with the volume
this point they should consider changes to their off and groups either play their recording or dub the
translation if the new lines are too long. Tell them scene in real time.
to try shorter words and expressions and to use q) To finish the project, discuss the scenes in open
contractions wherever possible. Also say they can class. Which of them did the students enjoy watching
leave out less information if necessary, so long as the the most? Ask them to give reasons. Which group do
scene still makes sense. they think did the best job of dubbing their scene?
Why?
Step 4: Practise dubbing the scene
l) Ask each group member to choose a character from
their scene. Tell students that, if need be, boys can
play female roles or vice versa. If there are more
group members than characters, the extra members
should help dubbing actors to work on their lines –
the timing and also the way they deliver them. They
can also find ways to create any sound effects that
are needed for the scene.

This page has been downloaded from www.macmillanbeyond.com

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© Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class.