This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

WEA WORK PACKAGE 5

Using Films in the ESOL Classroom

Title:	Analysing Films (2)

Topic	Introducing different types of short film
Level:	Proficient User C1 and C2 (CEFR)
Aim(s):	To raise awareness of film-making processes To analyse short video clips and explore the differences between them (and also the film from session 1)
Skill(s):	Speaking, listening, reading and writing
Approximate Timing:	Approximately 120 minutes
Materials / preparation:	Internet connection, laptop & projector. Fairtrade DVD clip. Pre-view the film at: http://dingwallvideos.blogspot.com/2006/09/fairtrade-campaign.html WEA training day DVD clip. Print out handouts for learners. Buy Fairtrade chocolate or print Resource 1. Before the class set up the running dictation on Fairtrade products: enlarge and print out the phrases from the passage on cardboard (Resource 2) and put these on the wall around the room or, if possible, in a separate adjoining hallway or room. Monolingual dictionaries.

Teacher’s Instructions:

Spend a few minutes recapping on the 3 C’s and 3 S’s.

Lead in for this week’s topic – last week we had pancakes, this week chocolate. Use Resource 1 or bring real chocolate (Fairtrade) into the training room. Ask learners: what does the symbol on the chocolate mean? What do you know about Fairtrade?

Give instructions for the Running Dictation on Fairtrade. Arrange the participants into 2 or 3 groups (3 or 4 per group). They should allocate one ‘scribe’; the others will be ‘runners’. Each group will need paper and a pen for the scribe. The rules are that only one runner can leave the group at a time. One runner from each group will go and find one of the cards on the wall, memorise it and run back to the scribe and dictate it to them. The scribe writes it down and the team-mates can help check the grammar and punctuation, e.g. capital letters, small letters, commas, open bracket, closed bracket. Once a runner has returned to the scribe, the next runner can go. The teacher can help the runners with pronunciation as they say the phrases aloud to help memorise them. The first group to complete the dictation and put the phrases in the correct order is the winner.

Ask participants to write down any ‘new’ words from the dictation and to guess the meaning. They should discuss in pairs then check the definition in the dictionary. The Key Vocabulary lists some words that may come up.

Explain to the participants they are going to watch a short film about Fairtrade. Hand out worksheet 1. Give the instructions for Worksheet 1 Activity 1: whilst watching the film consider why it was made, by whom and the intended audience. Play the film and take feedback on the first activity.

Ask participants to read through the T/F activity, see what they remember and complete as much as they can. They should check their answers whilst watching the short film a second time.

In pairs, participants should name the type of equipment they think they would need for making a film: Worksheet 1 Activity 3. Take group feedback and write learners’ ideas on the board.

Select another short ‘homemade’ film; we have chosen the WEA training day film. Ask the participants to think about the differences between the Fairtrade film, the WEA film and the Pancake Man. They should notice that some films have used only photos, others a mixture of photos and film, music and special effects made by the experts, etc. Hand out Worksheet 2 and elicit the meaning of the words in the box before starting the activity.

Key language used in this session:

evoke (v) = call to mind / suggest /inducing / stir up

decent (adj) = moral / reasonable / respectable

sustainability (n) = how something can be maintained (continue to exist)

caption (n) = slogan or title

voice over (n) = narration (speaking over a film or photo-story)

conventional (adj) = usual

discriminate [against] (adj)= to treat differently

enable (v) = to allow

Worksheet 1

Activity 1

You are going to watch a short film twice. The first time, consider:

why it was made

by whom

for what kind of audience

Working in pairs or groups, discuss the above and your initial reactions. Note down the main points.

Activity 2

Before watching the film again, answer the True/False statements below. Some are factual and some are opinion-based. Check your own answers while watching the film for the second time.

T/F
This film tells a story.
Voice over is used.
The music evokes emotion and is chosen for this purpose.
Captions are used throughout the film.
The Fairtrade mark is used five times.
The film would be just as good without music.
Both photos and actual filming are used.
This film does not have a clear message.

Activity 3

In your pairs or groups, discuss and list below, the equipment you think you need for making a film.

Worksheet 2

Activity 1

Discuss the similarities and differences between the films that you have watched. Some examples are in the box below.

music captions voice over 3 C’s 3 S’s planning photos film length purpose experience

Note the main similarities or differences but remember to name the films you are comparing.

e.g. The Pancake Man used more special effects than the Fairtrade and the WEA films.

Similarities	Differences

Activity 2

Which one did you like best and why? Which aspects might you like to use in your own film. Note these below.

Resource 1

Resource 2: Running Dictation on Fairtrade

What is fairtrade? Fairtrade is about better prices, decent working conditions, local sustainability, and fair terms of trade for farmers and workers in the developing world. By requiring companies to pay sustainable prices (which must never fall lower than the market price), Fairtrade addresses the injustices of conventional trade, which traditionally discriminates against the poorest, weakest producers. It enables them to improve their position and have more control over their lives. Text sourced from The Fairtrade Foundation http://www.fairtrade.org.uk/what_is_fairtrade/faqs.aspx

The complete text above has been separated into the shorter phrases below. Enlarge, print on card and laminate if desired, cut and distribute around the chosen area for the running dictation prior to the session. If possible, keep hidden until the activity starts.

What is Fairtrade? (to enlarge & cut up)

Fairtrade is about better prices, decent working conditions, local sustainability,

----------------------------------------------------------------------------------------------------

and fair terms of trade for farmers and workers in the developing world.

----------------------------------------------------------------------------------------------------

By requiring companies to pay sustainable prices

----------------------------------------------------------------------------------------------------

(which must never fall lower than the market price),

----------------------------------------------------------------------------------------------------

Fairtrade addresses the injustices of conventional trade,

----------------------------------------------------------------------------------------------------

which traditionally discriminates against the poorest, weakest producers.

----------------------------------------------------------------------------------------------------

It enables them to improve their position and have more control over their lives.

----------------------------------------------------------------------------------------------------