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beck's
Joined: 06 Apr 2003
Posts: 426
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 Posted: Mon Oct 15, 2007 8:23 am Post subject: Using Movie Scripts in Oral English |
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I would like to use scenes from films to get my students up and talking. I just printed out a short scene from Forrest Gump and plan to use it with my oral English classes next week.
Could any of you direct me to sites where I can print off free scripts in html format? Could you also direct me to some good dialogue that has worked with your classes?
In the best of all possible worlds I would show the scene on DVD first but this won't always be possible given the difficulty with getting DVDs and the equipment to show them on. Maybe it's not desirable to show the scene first anyway.
Many thanks. |
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tw
Joined: 04 Jun 2005
Posts: 3898
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InTime
Joined: 06 Dec 2005
Posts: 1676
Location: CHINA-at-large
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| Posted: Mon Oct 15, 2007 1:23 pm Post subject: |
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English-learning sections in China's Book stores have packages w/:
*bi-lingualmovie scripts
*cassette tapes/CDs
In the spirit of "Input English First," I suggest/recommend the learners should:
* first focus on listening to/comprehending the movie scene
* be evaluated more for the spirit/emotion/rhythm of their Output,rather than their grammatical correctness
* be aware that BORING/memorized movie dialogues are...unacceptable
* focus upon EN-JOYING themselves...and en-livening their peers
RE: Scenes...
*combine word-scenes w/Kinesthetic intelligence (Prof. Gardner)
*FG has many genderistically-heuristic M-F scenes...which can promote emotional intelligence/EQ for Chinese students
* try to play the role of Director, rather than English Teacher |
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AussieGuyInChina
Joined: 23 Nov 2006
Posts: 403
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| Posted: Mon Oct 15, 2007 1:32 pm Post subject: |
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Four to three years ago when I was teaching at a university in Chongqing, every classroom I taught in was equipped with a computer and overhead projector, but none of the computers had DVD drives.
Using my DVD-equipped notebook, and programs such as Ultra DVD Burner and Convert X to DVD, I copied the DVDs onto my hard drive, in the process converting the movies to .avi format. .wmv format is also available, but .avi files are a lot smaller; average file size for a full movie is around 700 megs.
The converted movie can then be burnt onto a CD, or copied onto a flash drive, for use in the classroom. |
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Anda
Joined: 16 Jan 2003
Posts: 2199
Location: Jiangsu Province
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| Posted: Mon Oct 15, 2007 10:04 pm Post subject: Most of the soap opera stuff like "Friends" |
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| Most of the soap opera stuff like "Friends" are made up of short plays of about 25 minutes; so use them and then discus the story afterwards. They are around here on DVD. |
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beck's
Joined: 06 Apr 2003
Posts: 426
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| Posted: Tue Oct 16, 2007 11:15 pm Post subject: |
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| Thanks for all of your help. If anyone has any specific scenes (or episodes from TV shows) that have worked as class activities I would be most appreciative. Thanks again. |
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InTime
Joined: 06 Dec 2005
Posts: 1676
Location: CHINA-at-large
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| Posted: Wed Oct 17, 2007 5:50 am Post subject: |
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Check out
http://www.filmsite.org/scenesA.html
A TRIBUTE TO THE 100
GREATEST FILM SCENES
check out graded movie reviews at
www.metacritic.com
try to think outside the box...of "movies-as-words"
try...from pg. 1 of 'Promoting Change" thread on this pg. 1:
| Quote: |
DVD movies will be an essential element for this project.
All members will share the experience of viewing the film, so conversation will have a common focus. In addition, we can offer:
*a wide range of movie reviews for each movie--promoting vocabulary development/critical thinking/active discussions
(available at www.imdb.com)
*movie scripts (available at www.script-o-rama.com)
Over the years, L2 teachers have developed a wide range of communicative techniques based upon the creative use of movie segments, such as:
VIEWING COMPREHENSION (with sound off)
DIALOGUE BUILDING (with sound off)
AURAL ONLY PREDICTION (with sound only)
PREDICTIVE VIEWING--What will happen?
REVERSE PREDICTION--What happened before the sequence seen?
JIGSAW VIEWING (Only half the viewers see the sequence, and they relate it to those who haven't. Replay it to compare.)
Such approaches can create an enhanced learning environment, in harmony with Krashen's principles:
*A RICH VARIETY OF COMPREHENSIBLE INPUT
*A LOW-ANXIETY SITUATION
*REAL MESSAGES OF REAL INTEREST
A short (1 to 3 minutes) close-captioned movie segment offers the learner a synergistic schemata of opportunities for comprehensible INPUT. The visual images themselves are comprehensible and are stored
in the students' memories as EXPERIENCES, rather than as a language lesson that must be "studied/learned" because the teacher will test the students for their ability to "remember" the lesson.
A schematic tapestry of English words becomes associated with the movie's images and emotions. Plot, character, emotion--these are the 'hooks' by which the language becomes comprehensible input and stored intake. This dynamic is quite different from the artificial approaches typically used--vocabulary lists, linear progressions in grammar complexity etc.)
To use another metaphor, the memories of the movie segment can be seen as gravitational schemata which can attract and retain words associated with the images. As the learner thinks of a scene, an
ever-expanding constellation of words and sentences can become linked in the memory with a pleasant (LOW-ANXIETY) experience, rich with REAL MESSAGES OF REAL INTEREST. As the learner thinks of one character,
a tremendous variety of adjectives and actions can become part of the schemata.
This is in harmony with the episode hypothesis, which states that "text (i.e. discourse in any form) will be easier to produce, understand, and recall to the extent that it is motivated and structured episodically...these ideas lead to the supposition that perhaps second language teaching would be more successful if it incorporated principles of good story
writing along with the benefits of sound linguistic analysis." (Oller)
In addition to discussion of the movies, Members and Dialogue Partners will also be active in role play based upon the movie segments. In Why Drama Works: A Psycholinguistic, Susan Stern at UCLA brings together
a wide range of research relating to the power of role play for creating an enjoyable and effective second language environment:
*MOTIVATION "The purposefulness of dramatic activity
can provide a strong instrumental motivation for
language learning...Moulding emphasized that drama
provides the context for a meaningful exchange in
which participants see a reason to communicate, and
focuses on 'how to do things' with the language rather
than on merely 'how to describe things.' Malley and
Duff explained that language teaching has tended to
kill motivation by divorcing the intellectual aspects
of language (vocabulary + structures) from its body
and emotions, limiting instruction to the former.
Dramatic techniques restore the body and emotions to
language learning, thereby restoring emotion."
*SELF-ESTEEM "An analogy between acting and martial
arts suggested by Via explains one way in which drama
helps self-confidence. Just as a yell accompanies the
strike in order to build the confidence and increase
the energy of the attacker, so a strong and clear
voice (necessary when performing) gives the language
learner confidence. Drama also raises self-esteem by
demonstrating to L2 learners that they are indeed
capable of expressing themselves in realistic
communicative settings."
*SENSITIVITY TO REJECTION "L2 learnwers who are afraid
of what others may think of their less-than-perfect
comand of the language will be inhibited in using it.
This is especially true of adults. Several educators
have found that drama creates a
non-threateningsituation which can reduce and even
eliminate sensitivity to rejection."
*EMPATHY 'Guiora explains that emphathic capacity is
dependent upon the ability to partially and
temporarily suspend the functions that maintain one's
separateness from others (usually called ego
boundaries)...Guiora et al. hypothesize that ability
to approximate native-like pronunciation in a second
language is related to the flexibility or permeability
of one;s ego boundaries.
*SPONTANEITY "Mann explains that persons in the
spontaneous state completely forget the existence of
the audience or cease to be completely about its
reactions,,,'In varying degrees the person in such a
state acts as though inspired. He draws on resources
which neith he nor his friends may have thought he had
at his disposal.' If this state can be induced in L2
learners via drama, the usual gap between thought and
statement which ceases to exist in the native
language might cease to exist in the second language
as well." |
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Katja84
Joined: 06 May 2007
Posts: 165
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| Posted: Thu Oct 18, 2007 9:08 am Post subject: |
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I was once told in a TESOL lesson never to use films in class for any longer than 3 minutes... do people agree with this, or is this just another assumption based on people who teach in the UK or in countries where students can engage in passive film watching in English in their own time?
As for the three minute limit, though, has anyone tried (with success, preferably) to use film trailers in teaching? It's so bloody hard to find scenes in film that are both self-explanatory enough so that students won't be utterly confused and on top of that with reasonable language... whereas trailers are usually the right length and do not require people to know the context beforehand... Never tried though, anyone that has?
Not that I think I'll have to worry about that once back in China, as my last classroom didn't have electricity, let alone a TV  |
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Anda
Joined: 16 Jan 2003
Posts: 2199
Location: Jiangsu Province
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| Posted: Thu Oct 18, 2007 12:25 pm Post subject: Um |
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With students up to middle school age I have taught for over two years now using cartoons and movies for the whole lesson where students repeat after me things like: He is running, they�re fat, She likes him etc.
After a time I will ask question like: is he walking, are they skinny, does she like him.
I also allow subtitles in the local language to appear.
It works as I get the attention of young students and it is also good for control as I threaten them with the textbook if they don't repeat what I say.
However by high school I find it too difficult to get students to work with me using this method. |
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latefordinner
Joined: 19 Aug 2003
Posts: 973
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| Posted: Fri Oct 19, 2007 4:27 am Post subject: |
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Katja, I would interpret that 3 minutes pretty loosely, making allowance for the ages and aptitudes of your classes. But yes, one secret is to keep it short and focused. Skits work beautifully (think Monty Python's Dead Parrot skit, or Kids in the Hall, Business Suit Trappers).
Besides keeping movie scenes short and simple, you might teach the elements of acting and direction before showing the film. I've used one scene from Tarantino's Reservoir Dogs (the almost-but-not-quite gunfight between Mr Pink and Mr White) just to show how the camera can be used to help build and maintain tension. Takes much longer to teach and then act out than to watch, but once they've worked it out at the front of the class, they can understand what they're watching. They can watch more of the film and follow what the director is doing in each scene.
Another thing you might (or not) like is making a mock test paper with 2 or 3 comprehension questions for each scene or group of scenes, depending on how the film is paced. It helps the class stay focused, but if it makes the film too much like work then it can turn them off. Use your judgement on this one.
Oh yes, I hate using films that they've already seen. What they "know" is too often the sole criterion of success in Chinese classrooms. I love to challenge them with the unfamiliar and see what they can make of it. |
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ouyang
Joined: 17 Aug 2004
Posts: 193
Location: on them internets
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| Posted: Fri Oct 19, 2007 6:46 am Post subject: |
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| InTime wrote: |
*FG has many genderistically-heuristic M-F scenes...which can promote emotional intelligence/EQ for Chinese students |
Genderistically-heuristic? Is that like bi-curious? |
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Super Frank
Joined: 03 Feb 2006
Posts: 365
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| Posted: Fri Oct 19, 2007 7:19 am Post subject: |
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| In Titanic there's a scene where Leo is teaching Kate to spit over the side of the boat and is interrupted by her mother. I had intermediate students read the dialouge, 3 characters, and then in groups finish the scene and read back to class. I bought a couple of books of abridged movie scripts in a local bookstore which had a Chinese translation and this was in there (in my script the scene ends as the mother enters and this where students take it from but I'm not sure what happens in the film). |
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InTime
Joined: 06 Dec 2005
Posts: 1676
Location: CHINA-at-large
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| Posted: Fri Oct 19, 2007 8:08 am Post subject: |
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Also check out
http://www.eslnotes.com/
Here's A---G
about how to view and print them out, click here.
A Beautiful Mind
(Drama/Biography) (2001)
[ PDF ]
[ WORD ]
[ HTML ]
[BUY THIS MOVIE]
A Mighty Wind
(Comedy) (2003)
[ PDF ]
[ WORD ]
[ HTML ]
[BUY THIS MOVIE]
A League of Their Own
(Comedy) (1988)
[ PDF ]
[ WORD ]
[ HTML ]
[BUY THIS MOVIE]
Almost Famous
(Biography/Comedy) (2000)
[ PDF ]
[ WORD ]
[ HTML ]
[BUY THIS MOVIE]
American Splendor
(Comedy/Drama) (2003)
[ PDF ]
[ WORD ]
[ HTML ]
[BUY THIS MOVIE]
Amistad
(Historical Drama) (1997)
[ PDF ]
[ WORD ]
[ HTML ]
[BUY THIS MOVIE]
Analyze This
(Comedy) (1999)
[ PDF ]
[ WORD ]
[ HTML ]
[BUY THIS MOVIE]
A Raisin in the Sun
(Drama) (1988)
[ PDF ]
[ WORD ]
[ HTML ]
[BUY THIS MOVIE]
American Beauty
(Drama/Comedy) ( 1998)
[ PDF ]
[ WORD ]
[ HTML ]
[BUY THIS MOVIE]
American Graffiti
(Comedy) (1972)
[ PDF ]
[ WORD ]
[ HTML ]
[BUY THIS MOVIE]
American Pie
(Comedy) (1999)
[ PDF ]
[ WORD ]
[ HTML ]
[BUY THIS MOVIE]
Animal House
(Comedy) (1978)
[ PDF ]
[ WORD ]
[ HTML ]
[BUY THIS MOVIE]
Annie Hall
(Comedy) (1978)
[ PDF ]
[ WORD ]
[ HTML ]
[BUY THIS MOVIE]
Apollo 13
(Drama/Adventure) (1995)
[ PDF ]
[ WORD ]
[ HTML ]
[BUY THIS MOVIE]
Awakenings
(Drama) (1990)
[ PDF ]
[ WORD ]
[ HTML ]
[BUY THIS MOVIE]
Best in Show
(Comedy) 2000)
[ PDF ]
[ WORD ]
[ HTML ]
[BUY THIS MOVIE]
Blazing Saddles
(Comedy) ( 1973)
[ PDF ]
[ WORD ]
[ HTML ]
[BUY THIS MOVIE]
Bonnie and Clyde
(Drama) (1967)
[ PDF ]
[ WORD ]
[ HTML ]
[BUY THIS MOVIE]
Bowling for Columbine
(Documentary) ( 2002)
[ PDF ]
[ WORD ]
[ HTML ]
[BUY THIS MOVIE]
Breakfast at Tiffany�s
(Romance/Classic) (1961)
[ PDF ]
[ WORD ]
[ HTML ]
[BUY THIS MOVIE]
Cabaret
(Musical/Drama) ( 1972)
[ PDF ]
[ WORD ]
[ HTML ]
[BUY THIS MOVIE]
Casablanca
(Drama/Classic) (1942)
[ PDF ]
[ WORD ]
[ HTML ]
[BUY THIS MOVIE]
Cast Away
(Drama) (2000)
[ PDF ]
[ WORD ]
[ HTML ]
[BUY THIS MOVIE]
Chinatown
(Drama) (1974)
[ PDF ]
[ WORD ]
[ HTML ]
[BUY THIS MOVIE]
Clerks
(Comedy) (1994)
[ PDF ]
[ WORD ]
[ HTML ]
[BUY THIS MOVIE]
Dead Poets Society
(Drama)(1989)
[ PDF ]
[ WORD ]
[ HTML ]
[BUY THIS MOVIE]
Dog Day Afternoon
(Drama) (1975)
[ PDF ]
[ WORD ]
[ HTML ]
[BUY THIS MOVIE]
Dr. Strangelove
(Comedy) (1964)
[ PDF ]
[ WORD ]
[ HTML ]
[BUY THIS MOVIE]
Dumb and Dumber
(Comedy)(1994)
[ PDF ]
[ WORD ]
[ HTML ]
[BUY THIS MOVIE]
Elf
(Comedy/Children�s Fantasy)(2003)
[ PDF ]
[ WORD ]
[ HTML ]
[BUY THIS MOVIE]
Erin Brokovich
(Drama)(2000)
[ PDF ]
[ WORD ]
[ HTML ]
[BUY THIS MOVIE]
Fargo
(Drama) (1996)
[ PDF ]
[ WORD ]
[ HTML ]
[BUY THIS MOVIE]
Forrest Gump
(Comedy/Drama) (1994)
[ PDF ]
[ WORD ]
[ HTML ]
[BUY THIS MOVIE]
The Fugitive
(Drama/Adventure) (1993)
[ PDF ]
[ WORD ]
[ HTML ]
[BUY THIS MOVIE]
Guess Who�s Coming to Dinner
(Drama/Comedy) (1967)
[ PDF ]
[ WORD ]
[ HTML ]
[BUY THIS MOVIE]
The Good Girl
(Drama/Comedy) (2002)
[ PDF ]
[ WORD ]
[ HTML ]
[BUY THIS MOVIE]
Good Will Hunting
(Drama/Romance) (1997)
[ PDF ]
[ WORD ]
[ HTML ]
[BUY THIS MOVIE]
The Graduate
(Drama/Romance) (1967)
[ PDF ]
[ WORD ]
[ HTML ]
[BUY THIS MOVIE]
Groundhog Day
(Comedy) (1993)
[ PDF ]
[ WORD ]
[ HTML ]
[BUY THIS MOVIE |
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beck's
Joined: 06 Apr 2003
Posts: 426
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| Posted: Sat Oct 20, 2007 7:12 am Post subject: |
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I'm not sure about the validity of showing full length films in class for ESL students. My thought is that it may encourage passivity which is something that I am trying to overcome. My goal is to get them up and talking. My plan was to explain the plot outline to the class and then give them the scripts, let them practice and then have come to the front and perform for their class mates.
I am going to start with Forrest Gump--the scene where Mrs. Gump argues with the principal about getting Forrest into school when his IQ is very low. Then I will try to follow up with a discussion about the rights of the disabled etc.
Wouldn't showing three minute clips just confuse them and wouldn't it influence their acting so that they try to mimic the actors in the film?
My other problem is the difficulty in accesssing the DVD equipment. There are classrooms at my school that don't even have working power outlets. |
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Anda
Joined: 16 Jan 2003
Posts: 2199
Location: Jiangsu Province
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| Posted: Sat Oct 20, 2007 8:04 am Post subject: No equipment then you can't use DVDs can you? |
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I use DVD for beginners where they are repeating things after me for the whole time the film is running while pointing to what I mean and using gestures. In other words semi comprehensible input using repetition.
With students who are advanced you can let them watch a short serial soup opera using English with English subtitles and then discuss.
If you don't have equipment then you can't use DVDs can you, unless you are teaching from just one classroom where you can afford to buy your own setup or take a DVD player from class to class where you have TVs but no DVD player.
Where I currently work I can only use DVDs for holiday classes. I do a little part time work where I teach young kids using DVDs for the whole lesson. I own the equipment etc apart from the TV but that is about to change also. I also want to use computer generated material via a TV screen for general classes. |
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