Stage Vidéo Anglais Basic techniques. 1. Sound of / vision on (silent viewing) 2. Sound on / vision off 3. Pause/freeze-frame control 4. Sound and vision.

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Presentation transcript:

Stage Vidéo Anglais Basic techniques

1. Sound of / vision on (silent viewing) 2. Sound on / vision off 3. Pause/freeze-frame control 4. Sound and vision on 5. Jumbling sequences 6. Split viewing

1. Sound of / vision on (silent viewing) To stimulate language activity about what is seen rather than what is being said, or to focus on what is being said by a variety of guessing/predicting tasks.

1. Sound of / vision on (silent viewing) Choose scenes with short exchanges of dialogues where the action, emotions, setting, situation (even lip movements!) give clues to what is being said. Students guess/predict the words and then compare afterwards while viewing with sound on. Use longer exchanges for students to guess the gist or situation rather than exact words.

1. Sound of / vision on (silent viewing) Play whole sequences for students to try and write suitable screenplays, which can then be compared with actual soundtrack. Use the pause-freeze-frame control at the initial point of each exchange, for students to predict language on a line-by-line basis. Students give or write a descriptive commentary of what they see. (for the visually impaired)

2. Sound on / vision off Students guess the setting, action,characters, etc. from the soundtrack on a line-by-line or scene-by-scene basis.

3. Pause/freeze-frame control With sound on, pausing at the initial point of each exchange, teacher asks students to predict the words. Immediate comparison with the actual words can be made by playing each exchange. With sound on, pausing at strategic points in the plot/action, teacher asks students questions about the situation (what has happened, what is going to happen) Pause at suitable moments of characters' facial expressions for students to suggest thoughts, feelings, etc.

4. Sound and vision on (listening and viewing comprehension) Students are given a list of items before viewing a sequence and have to look for them as they view. Students are given a list of items after viewing a sequence and have to decide which were in the sequence and which weren't. Students view and listen for (e.g.) something beginning with (X), something (blue), something which rhymes with (Y), etc.

4. Sound and vision on (listening and viewing comprehension) Students are given comprehension questions before viewing a sequence and answer the questions after viewing. Students are told what a sequence will be about and have to list the things they expect to hear, see, etc.. After viewing, they can compare and discuss.

4. Sound and vision on (listening and viewing comprehension) Students are given paraphrases of dialogues before viewing and then have to match/spot the direct speech as they view. Students are given a cloze passage of the dialogue or of a description of the scene and have to complete gaps while/after viewing.

5. Jumbling sequences Students view each section of a sequence, presented to them out of sequence. They have to determine what has happened/what will happen in each case and then fit the sections into a correct or plausible sequence.

6. Split viewing Some students see a sequence but do not hear it. Others hear but do not see. Others hear but do not see. A variety of activities can then follow based on usual information-gap procedures.

Conclusion Source : 'VIDEO in ACTION' by Susan STEMPLESKI, Barry TOMALIN. ISBN