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WEA WORK PACKAGE 5

Using Films in the ESOL Classroom

Title:	Analysing Films (1)

Topic	Introducing film-making
Level:	Proficient User C1 and C2 (CEFR)
Aim(s):	To raise awareness of film-making processes To analyse a short video clip
Skill(s):	Speaking, listening, reading, writing
Approximate Timing:	Approximately 120 minutes
Materials / preparation:	Internet connection, laptop & projector. Pre-view the video at: http://www.dailymotion.com/video/x4830i_pancake-man-pancakes-for-your-face_fun Blu-tack and scissors: cut up resources 2a and 2b (see phase 6 in Teacher’s Instructions below). Make copies of the worksheets for each learner.

Teacher’s Instructions:

Lead in: write ‘pancake’ on the board and ask learners about the different types of pancake they have eaten. Then show the picture of pancakes [resource 1] and ask the learners to guess the ingredients (flour, egg, milk). Ask: ‘Do you make anything similar in your own country?’

You may wish to point out the difference between Scotch Pancakes (thick and often eaten with butter and jam) and French Crêpes (larger, thinner and eaten with either savoury or sweet fillings / toppings). Alternatively, have real pancakes there to share for the start of the project!

2.	Hand out worksheet 1 and do the first prediction activity. Learners can check their answers while watching the video.

Allow about 10 minutes for discussion of questions 1b to 3 on worksheet 1.

Learners can complete the camera shots/angles matching task 4 in pairs or individually.

KEY:

High angle: a shot looking down on the action

Low angle: a shot looking up at the action

Close up: a shot showing head and shoulders / detail

Long shot: a shot usually showing the entire human body

Point of view shot: where we seem to be looking through the character’s eyes

Reaction shot: where we see the character’s reaction to something in the story

Before giving out worksheet 2, tell the class that when analysing films we sometimes talk about the 3 ‘Cs’ and the 3 ‘Ss’. One of the Cs is Camera. Working in pairs, give them 1 minute to guess the other 2 Cs and 3 Ss.

KEY: Colour, Character, Camera, Story, Setting and Sound. These headings can be used as an easy way for exploring/discussing any film.

Put learners into two groups and ask them to match the 3 ‘Cs’ and 3 ‘Ss’ titles (resource 2a) with their definitions (resource 2b). Make sure there is just one set for each group so that they have to work together as a team. You may wish to stick the titles (resource 2a) up on the wall (one set per group – suitably spaced out around the room) and they can stick their definitions up beneath each title. This makes it more kinaesthetic. Allow 10 minutes to allocate the definitions. Check whether both groups have the same answers; discuss any differences. Finally, check against the key, handing this out so that each participant has a copy for reference.

Give out worksheet 3. Divide the class into 3 groups, each focussing on a different aspect: Character, Story or Setting. NB These are the easiest aspects to focus on initially and most people will have something to say about them. Play the video again and ask the learners to make notes on handout 3.

The learners should then pair up with someone else from the same group and compare their ideas / notes.

Put one learner from each group together to form new groups (there should be a learner who has focussed on character, one on story and another on setting). They can now discuss the 3 aspects in their new groups. The teacher can monitor and take feedback notes on language points.

Tell the learners that they should now focus on Colour, Camera and Sound. Watch the video clip again and ask them to mark the statements True (T) or False (F). Compare answers in pairs, then as a whole class.

Divide the learners into small groups to support one another to write a short film review for the Pancake Man (handout 4), stating why they think the film was made, who they think the target audience is and describing some of the highlights of the short film and how they made use of the 3C’s and 3S’s, etc.

Key language used in this lesson:
Pancake Ingredients Camera Character Colour Story Setting Sound	High angle Low angle Close-up Long shot Point of view shot Reaction shot

Resource 1: Pancakes

Teacher’s Resource 2a

To cut up and mix:

Colour
Characters
Camera
Story
Setting
Sound

Teacher’s Resource 2b

To cut up and mix:

This affects the general mood and atmosphere of the film. It can also add visual contrast e.g. to make a character stand out or contribute to our understanding of the timeframe of the action.
These are revealed to us via what they look like, how they behave in different situations, how they interact with others, how they speak and sound, or music associated with them.
In a film this acts as a narrator, leading us through the story. Different shots are used for various purposes. Understanding these shots helps us understand the conventions and techniques of the craft behind film making, in the same way we recognise and understand the conventions and techniques of an author.
This is told through moving image texts, in the same way as a written text. You may be used to discussing many aspects of this as you read through a book. The same discussion could be applied to the moving image.
These can quickly establish a situation or mood. It can help the audience to understand the actions and emotional lives of the characters in the story. Often the constraints of this determine how the characters behave or give as an idea as to how the story will develop.
This may contain several elements, each of which contributes to the telling of the story. They can add to the general atmosphere, be used to express mood in a scene or to indicate where actions might be about to lead, eg Jaws! It can involve dialogue, voice-over and silence, which can make a huge impact on the feeling or atmosphere created, often adding emotional tension or emphasis.

Worksheet 1: Pancake Man & Camera Shots

Prediction. You are about to watch a short film called ‘Pancake Man’. What do you think this film will be about?

Now watch the film and check if you were right.

In pairs, discuss the following:

What did you like/dislike about the film?

Did anything surprise you in the film?

Why do you think this film was made, e.g. is it an advert/a music video, etc.?

Have you ever made a video or short film? What do you think you need to make a good film?

Camera shots, angles and movements

A big consideration when making a film is the camera shots, angles and movements.

Match the following descriptions of shots/angles with the correct phrases:

High angle Low angle Close-up Long shot Point of view shot Reaction shot	where we see the character’s reaction to something in the story showing head and shoulders / detail where we seem to be looking through the character’s eyes looking up at the action looking down on the action usually showing the entire human body

Worksheet 2: KEY	Flim-making: the 3 Cs and 3 Ss

You will have completed a group activity, here are the answers to check how your group did!

Colour

This affects the general mood and atmosphere of the film. It can also add visual contrast e.g. to make a character stand out or contribute to our understanding of the timeframe of the action.

Characters

These are revealed to us via what they look like, how they behave in different situations, how they interact with others, how they speak and sound, or music associated with them.

Camera

In a film this acts as a narrator, leading us through the story. Different shots are used for various purposes. Understanding these shots helps us understand the conventions and techniques of the craft behind film making, in the same way we recognise and understand the conventions and techniques of an author.

Story

This is told through moving image texts, just as any written text does. You may be used to discussing many aspects of this as you read through a book. The same discussion could be applied to the moving image.

Setting

These can quickly establish a situation or mood. It can help the audience to understand the actions and emotional lives of the characters in the story. Often the constraints of this determine how the characters behave or give as an idea as to how the story will develop.

Sound

This may contain several elements, each of which contributes to the telling of the story. They can add to the general atmosphere, be used to express mood in a scene or to indicate where actions might be about to lead, eg Jaws ! It can involve dialogue, voice over and silence, which can make a huge impact on the feeling or atmosphere created, often adding emotional tension or emphasis.

Adapted from Nesbitt, S. 2009. ‘Using Film to Motivate Learning’ The Highland Council
Worksheet 3: The Three ‘Cs’ and the Three ‘Ss’

a) You will be asked to focus on one of these aspects: Character, Story or Setting. Watch the ‘Pancake Man’ video again and make notes in the space below:

b) Now we shall focus on Colour, Camera and Sound. Watch the video clip again and mark the statements True (T) or False (F).

Camera

T/F	Notes (why, when…)
The camera is fixed in one place
A mix of high and low angles is used
Mainly close-ups are used
There are no reaction shots

Colour

T/F	Notes (why, when, what…)
The main colours are black & white
A limited range of colours is used
Very bright colours are used
The colours create a special mood

Sound

T/F	Notes (why, when, what…)
Silences are used
There are several pieces of music
The music creates a special atmosphere
Voice-overs are not used

Worksheet 4: Write a review of the film “Pancake Man”

When writing a film review you should think about place, time, background, main characters etc. Keep this in mind when you write your review.

Short film summary:

What were the highlights of the film?

Why do you think the film was made?

Who is the target audience?

Thinking about the 3Cs and 3Ss: How did the filmmaker make use of them?

Any other comments: