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WEA WORK PACKAGE 5

Using Films in the ESOL Classroom

Title:	PLANNING YOUR FILM

Topic	How to prepare for film-making
Level:	Proficient User C1 and C2 (CEFR)
Aim(s):	To explore what skills are required for film-making roles; To identify participants’ skills and abilities; To introduce vocabulary related to employability.
Skill(s):	Reading, speaking & listening, negotiating skills
Approximate Timing:	Approximately 120 minutes
Materials / preparation:	Make copies of the worksheets for each learner. Make enough copies of the resources. Post-it notes. Bring monolingual dictionaries.

Teacher’s Instructions:

Ask learners to think about their favourite TV / Internet advert. What did they like about it? Consider what went on behind the scenes in terms of preparation for the advert.

Elicit what we talked about last session i.e. the different types of films. Then link to today’s aim: preparing for film-making.

Give out Worksheet 1 and ask learners to do the first two exercises in pairs. You can use the cut out cards in Resource 1 (section one and section two) to make this more interactive and tactile. Make sure there is a set of cards for each pair/group. Resource 3 shows an example of a storyboard (optional). Share this with the participants. Continue with the exercises and discussion points from the worksheet.

Finally, exercise 5 - ask the pairs to match the stages with their definition (section 2 and 3). Monitor carefully to see if the key vocabulary and main points have been understood. Learners can note their answers on the worksheet once answers have been checked with the whole group.

Give out worksheet 2. Learners work on activity 1a) in pairs. Give one of the following cards - b,c,e,g,h from Resource 1, Section 3 to each pair to put into their own words and to think about the skills associated with each.

For 1b) give out the matching exercise from Resource 2. See the worksheet with some words for pointers but learners should not be limited to the vocabulary listed. Have monolingual dictionaries available and spread the native speakers evenly between the groups of ESOL learners so they can help with definitions and examples.

Worksheet 2, Activity 2 - Ideas for film. Give each person 3 post-it notes and ask them to write down 3 different ideas (1 idea per note) that could be included in the group film. Ask learners to come up and display these on the whiteboard or other suitable area. Put participants into groups of three, ask them to select only one idea which they will “sell” to the others.

Allow 3 minutes per group to present their idea. This should include the theme or title of the film, who their audience is, the roles within it and any purpose/message behind it.

List the ideas on the whiteboard. Ask each individual to vote for the one they like best (on paper) or show of hands.

Once this is chosen, use the corners and areas of room to name the main jobs for the film-making (e.g. Director, Camera person, Props, Art work, etc) and ask each person to stand in their first choice.

If too many go to one job option, see if anyone wants to move to their second or third choice.

Alternatively, stages 9 to 11 can be replaced by group discussion.

Key Vocabulary

transfer (n/v) of video	organisational skills

ideas (n/pl)	communication skills

editing (n)	creative (adj)

viewing (n)	interpersonal skills

storyboard (n)	patience (n)

shot list (n)	accuracy (n)

output or distribution (n)	negotiation skills

shoot	(n/v)	decisive (adj)

Worksheet 1: Making a film/video

Everything you see on the TV and at the cinema

is planned. It is a very important part of making films and videos. There are several stages to making a film/video.

Put the following stages into the right order from 1. – 8.

Transfer of video - Ideas - Editing - Viewing - Storyboard -

Shot List - Output or Distribution - The Shoot

Which of these belong to pre-production, production or post-production?

In pairs discuss what has to be done in each of the stages. Take some notes about what you think is important.

Compare your answers with the other groups. Do they have different answers from your group?

5. Match each of the following to the relevant stage of film-making from exercise 1. Your teacher will provide cards for you to complete this in pairs or small groups. Once you have checked your answers, note them below.

a) This is essential. It should show the 3 Cs and 3Ss very clearly. Hollywood film companies show here every shot but the main shots in a scene are enough.

b) The edited video must be rendered (made into one continuous video) and then put onto DVD tape, CD or DVD.

c) It is made using the storyboard. Every shot is listed. It is used when shooting the video to check that nothing has been forgotten.

d) It is a good idea to discuss these in a group. Come up with several and choose the best. You can adapt stories that you already know.

e) The digital video has to be transferred from the DVD tape to the hard drive on the computer. This is done using a firewire cable and some video software.

f) Get as much feedback as you can. This will tell you what you did well!

g) The team and the location need to be chosen. It is a real team effort: the director is in charge, the camera person needs to record 3 or 4 extra seconds at the start and end of each shot. Everyone needs to be quiet and concentrate when on the set.

h) The video is checked and sound effects, music, stills, voice-overs and video effects can be added.

Now compare your answers with the group and discuss.

Worksheet 2

Activity 1

Which roles are there in film-making?

List them below.

Now in pairs or groups, think about the qualities and skills each role requires. Your pair/group may be asked to focus on 1 or 2 roles specifically.

The following vocabulary is for guidance only.

organisational skills	communication skills

creative	interpersonal skills patience

accuracy	negotiation skills decisive

c) Make your own definition for the other qualities and skills you have come up with, then check this in the dictionary.

Activity 2

You will be given 3 post-it notes. Write 1 idea / theme for the film-making project on each post-it.

Looking at all of the ideas, your pair/group must choose one theme. You will be given 15 – 20 minutes to discuss it and think of ways to sell the idea to the others in 3 minutes.

Now that you have heard all the ideas, vote for your favourite one by writing it on the voting slip given to you.

Activity 3

You will now participate in an activity to help you decide which role you would like to play in the chosen film.

Resource 1 Enlarge for printing, cutting (and laminating – optional)

Section 1

Pre-production

Production

Post-production

Section 2

Transfer of video

Ideas

Editing

Viewing

Storyboard

Shot List

Output or Distribution

The Shoot

Section 3

a) This is essential. It should show the 3 Cs and 3Ss very clearly. Hollywood film companies show here every shot but the main shots in a scene are enough.

b) The edited video must be rendered (made into one continuous video) and then put onto DVD tape, CD or DVD.

c) It is made using the storyboard. Every shot is listed. It is used when shooting the video to check that nothing has been forgotten.

d) It is a good idea to discuss these in a group. Come up with several and choose the best. You can adapt (use and change) stories that you already know.

e) The digital video has to be transferred from the DVD tape to the hard drive on the computer. This is done using a firewire cable and some video software.

f) Get as much feedback as you can. This will tell you what you did well!

g) The team and the location need to be chosen. It is a real team effort: the director is in charge, the camera person needs to record 3 or 4 extra seconds at the start and end of each shot. Everyone needs to be quiet and concentrate when on the set.

h) The video is checked and sound effects, music, stills, voice-overs and video effects can be added.

Resource 2

Enlarge the words, print out to make cards. Separate cards for the word or phrase and their definition. Give to the participants to match.

organisational skills	the ability to plan things carefully and keep things tidy

communication skills	the ability to share information with others by speaking, writing, moving your body or using other signals

creative	someone who has good imagination and artistic skills

interpersonal skills	the ability to make relationships and connect with people

patience	the ability to wait, or to continue doing something despite difficulties with complaining or becoming annoyed

accurate / accuracy	correct, exact and without any mistakes

negotiation skills	to have discussions with someone in order to reach an agreement with them

decisive	able to make decisions quickly and confidently

This is a Storyboard. Film-makers use it when making a film to help them plan every shot in advance and the sequence of shots and how they link together. They would also write extra information such as what kind of shot (eg.close up, long shot, reaction shot), the timing (eg 3 seconds, 20 seconds etc) Resource 3: Storyboard Resource 2: Storyboard

Resource 2: Storyboard