The objective is to get the students to produce a possible alternative script for this video clip. Play the video with the sound turned off, and ask the students to describe the situation which they see. If necessary play the video twice. Ask them where the men are, what their job is, and why the film is in black and white. Fill in cultural details as you consider necessary.
In pairs, the students should discuss what the men might be talking about, and what they have just heard on the radio. After sharing this in class, the students work in their pairs to write a possible dialogue which fits in with the changes of speaker on the video as closely as possible. Be prepared to play the video several times while they work so that they can check how well their script synchronises with the film.
Once the students have prepared and rehearsed their scripts, they perform them in time with the film in turn. I usually give them two attempts at this. It can be a nice touch to record them as they speak, then play back the recording in time with the film, so they can see how their words fit more clearly.
When all of the pairs have performed their scripts, the class watches the original version of the video with sound.
Many of these they can practice with the use of self-study materials. They can do as many grammar exercises as they want; they can work with audio and video to improve listening; they can even join native English speakers in their free time for some extra speaking practice. But it is not likely they will correct your students’ pronunciation. Pronunciation is one of those things that only teachers correct – in the classroom. Friends and acquaintances will usually let pronunciation mistakes slide for the sake of keeping the conversation flowing.
This speaking activity is designed to help your students to revise their written work and improve their critical reading. It is quite a flexible activity, and can be used as a warmer or as a prize at the end of a lesson, or it can form the basis of a lesson in itself.
Explain to the students that they are going to create a story as a class, but that the exercise is timed. (I like to play the music from ‘Mission Impossible’ to introduce the lesson – this introduces a sense of urgency.) The time limit depends on the level of the group. I usually use five minutes to begin, then reduce the time as they become more familiar with the game.
The timing can be done with a stopwatch on a computer, if possible projected so they can all see the time, or with an egg-timer, preferably one with a loud tick. In any case, they students should have some object which they can pass to indicate whose turn it is, representing the bomb – if they are not passing an egg-timer, a ball will do, but they should pass it carefully, not throw it!
The first student is handed the bomb and is told to be very careful! Their task is to dictate the first sentence of a story to the teacher, who will write it on the board. Write what the student says, without judgement, but do not put the full stop until you are satisfied that the sentence is correct. You should not tell the student where the errors are – they must find them and correct them with the help of the rest of the class. Once the sentence is correct, the student can pass the ‘bomb’ to the next student, who has to continue the story with the next sentence.
The students each take a turn to add a sentence to the story being created, until the time runs out (the egg-timer rings, or the timer on the board / computer sounds – try to chose a fairly strident sound if possible). The student who is working on his / her sentence when the time finishes is eliminated.
If you play several rounds of this game, it is a good idea to make the final round a ‘Zombie’ round, in which only the people eliminated take part. This brngs them back into the lesson, and gives them a second opportunity. I find that they are normally much more careful when revising their work than the first time around.
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