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Film / video / DVD also at level A1? Understand film and learn with film an example from the start

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1 film / video / DVD also at level A1? Understanding film and learning with film from the start an example By Barbara Biechele 2002, 2005 and 2006, textbooks are published which, in addition to course and workbooks, glossaries and teacher's guides, as well as audio CDs and others also offer a video or a DVD. For example, the textbooks A1, studio d A1 and studio d A2. And more cinematic offers on textbooks will follow. This brings an old medium of foreign language teaching back into the light and into the current discussion of the methodical approach to learning with film. The video trainer A1 was published in 2006 for the video of the A1 textbook and is briefly presented below. 1

2 The video trainer A1 offers a variety of film-related tasks that activate advanced language actions, that initiate, support and accompany the understanding of the film sequences, that motivate learners to listen-to-see, to understand, to speak and to write and to enable discovery learning as doing in various social forms do. The video trainer A1 is part of the video film / DVD A1 and is - similar to the course book A1, divided into three sections: Unit 1-4, Unit 5-8 and units 9 and 10. The video trainer A1 guides teachers and learners in the table of contents about the 10 learning sequences : About the film plot, the tasks related to the film, learning tips and cultural studies. The respective drive times (video) and the stops (DVD) are also specified. The film A1 (approx. 30 minutes) mainly tells about the five young people of the video group: Markus, Tanja, Monika, Olli and Paul, who the learners may already know from the textbook. They are the characters acting in new stories, who make their living environment, their relationships, friendships and interests clear and thus bring the characters to life. The film tells of their family life, their hobbies, school, their work in the video group, school jobs and their free time. Film and film often play an important role in the episodes: the video company processes clips, they produce a film about their high school, Markus and his family visit Bavaria Film Studios with Monika and Monika's birthday party is also captured in the film. 1. The most important goals and potentials of the video trainer: 1.1. The A1 video trainer primarily trains listening and vision comprehension, a skill that is becoming increasingly important in modern foreign language teaching (films, CD-ROMs, films on the Internet). What are the special potencies that films have - also for understanding at language level A1? In the film, learners see and experience people in conversation and learn to understand dialogues in their authentic context. 2

The learner of a foreign language can - to a certain extent - understand 3 scenes of the film without language. Learners see who is talking to whom, how people feel, how they relate to one another, where, in which specific environment, one is and also when, at what time of the year or day the scene takes place. The foreign language is embedded in communicative situations and therefore easier to understand. The movie scenes offer many opportunities to talk and write about the who, when, how, where or why. The learners no longer focus their understanding only on the language, which is fleeting as a text to be heard and which the learners at this level of proficiency usually perceive and decode word for word. The moving image relieves, accompanies and controls understanding; not least, it helps to make it easier for learners to follow native speakers when they speak, which is often very fast. The moving images orient the learners in the process of understanding. This makes it possible, above all, to train global understanding with film. 03:16 04:00 / Track 3 Markus and Tanja have an appointment. What is right? (Several examples are correct.) Right wrong Markus and Tanja meet in the stairwell. [] [] Markus takes the dog out on the street. [] [] Tanja, Markus and Monika are in the video working group. [] [] Tanja forgot the key. [] [] Monika comes to the Video-AG in the afternoon. [] [] Tanja is friendly and laughs. [] [] Markus is coming too. [] [] 3

4 What does Tanja think? Check. Learning tip film: The face speaks in the film. Eyes, eyebrows, mouth, forehead, etc. tell the story. Pay attention to the language of facial expressions. right wrong Monika is coming. [] [] Monika doesn't come, neither does Markus. [] [] He loves Monika. [] [] Monika and Markus come to Video-AG. [] [] 1.2. The use of film / video opens up a wide range of possibilities for learning / deepening vocabulary, the efficiency of which can also be explained in terms of learning and memory psychology. The moving or still image activates and directs the recipient and immediately triggers the assignment of words to things, facts, feelings, moods and behavior of the people who can be observed in facial expressions and gestures. The learning of meaning is supported when words are anchored in context and in their natural environment, which is shown incidentally in the film scenes. The embedding of words and expressions in situations of linguistic action stimulates the collection and order of further words, the creation of networked word fields, words in terms of phonology, morphology and syntactic 4

5 Use to investigate. In doing so, learners activate their previous knowledge of the situation / topic and create word networks (mind maps), collect associative examples (brainstorming), choose and organize words, which leads to activity and deeper processing, ultimately more efficient retention. What are the people at Video-AG like? Assign three examples to each. funny creative cool sporty modern trendy super personable nice musical friendly intelligent beautiful ingenious perfect strong calm romantic easy What does Markus think? Write different sentences in the thought bubbles. No! 1.3. Knowledge of film and skills in dealing with film sequences are also aimed at in all learning sequences when training hearing-sight comprehension. There are tasks related to film types and genres, professions in film, observation tasks with regard to image and sound, camera perspective and camera setting, but also to work on a film sequence in group work. Learning with film should also enable competent speaking and writing. Quizzes for film connoisseurs are additional offers for learners (and teachers) who have a very special interest in film. Learning tip film: The camera is very important in film. She tells exciting or boring. The film connoisseur watches the camera. The important thing is: - the camera perspective and - the camera setting. 5

6 1.4. In each learning sequence, at least one current, short text on regional studies is offered, which takes up and supplements the interculturally interesting facts occurring in the film. Learners and teachers can read and discuss these texts, especially through further research of their own, e.g. on the Internet. The Bavaria film studios The Bavaria film studios are one of the largest film studios in Europe. Cinema highlights and TV hits have been produced here for over 80 years. B. many scenes from the film The Flying Classroom. He was awarded the Bavarian Film Prize. In Bavaria-Filmstadt you can go on a film tour and learn a lot of exciting things about films. Many movie posters are reminiscent of great cinematic art. There is also a Film City shop and restaurants. Visitors often photograph themselves in front of the famous King Kong. 2. Some didactic-methodical principles of the trainer 2.1. Films usually provide linguistic information too quickly for learners from levels A1 to A2. Therefore, task forms should be used that enable the learner to solve the tasks step by step and thus preserve the joy of learning as well as the motivational power of film. Through the training in task sequences, on the one hand, the potentials of the audio-visual text and the presentation software should be exhausted (selection of the sequence, still or moving image, sound, image and sound, repeated playing, number of repetitions, pace of learning, time and Intensity of practice, from global to detailed understanding ...), on the other hand, the automation of hearing-sight-comprehension should be aimed for. Automation here means the focus on the process of understanding as well as on the training of speech patterns / sequences. Task sequences can be structured as follows: 6

7 before hearing and seeing: Form hypotheses on the (stationary or moving) image, on the sound (music, noises, voices ...), on the topic ... first (hearing) seeing: global understanding (specifications for selection, correct - Incorrect tasks, W-tasks, exercises in the form of inserting, deleting, arranging, classifying ...) second listening-seeing: recognizing what is actually said, completing sentences, arranging words or sentences / dialogue parts, filling in speech balloons ... third listening - Seeing: Describing scenes, discovering forms of language, varying sentences, writing new sentences, writing first-person texts, role-playing if necessary, fourth listening-seeing: reading along with texts, recognizing word accents and sentence intonations, marking, comparing film information with your own solutions to tasks and those of other learners , evaluate your own solutions, among other things. The video trainer consistently and systematically offers learning tips for learning with film. The following graphic is intended to show the variety of possible learning tips: Graphic, reduced by 50%, insert (attachment, at the end) 2.3. When learning with film, learners and teachers should always be able to find their own relationship to the film and the tasks. Learner orientation and activation should be achieved through the variety of tasks, the reference to the first person and the writing of first-person texts, through playful and self-created tasks. Tasks and exercises of the video trainer A1: Examples: naming things, collecting words describing people's appearance, facial expressions, how are they, how do they feel, ... describing people - actions, activities, attitudes ... filling in speech and thought bubbles naming noises Arrange words / text parts / dialog parts (order) Arrange words / text parts / dialog parts (table) Assign words / text parts / dialog parts (pictures, film sequences ...) Complete words, sentences, dialogues 7

8 Finding and arranging phrases Create mind maps Create gap exercises yourself Answer questions to name camera settings, name camera perspectives Write first-person texts Describe scenes Make role plays Plan film sequences (dialogue; direction; camera; sound, music) Complete quiz Layout: The following not in columns, all over Page In the video trainer A1, the ability is developed in progression to be able to plan some film sequences yourself at the end. Seeing-understanding, hearing-understanding, listening-to-sight-understanding Work on language Conveying film knowledge Learning tips for learning Learning tips for understanding and learning with film Planning a film sequence yourself In learning sequence 10: Plan a short, exciting film story like the pros. Use your speech bubbles (p.54). Work in a group (four to five). First write the story together. Then plan the film. No. Text / dialogue director camera sound music 8

9 Plan a short, exciting film story like the pros. Use your speech bubbles (p. 54). Work in a group (four to five). First write the story together. Then plan the film. People: Monika (= Mo), Tanja (= T), Markus (= M), Olli (= O), Paul (= P) and director: e.g. B .: Someone comes into the room, searches, asks, is sad, waits, goes out again, runs very quickly, speaks to the place: e.g. E.g .: party room, kitchen, hall, garden at the house Camera perspective: normal view, exploratory perspective, bird's eye view Camera angle: detail (small section), large (people up to the shoulders), American (people up to the hips), half total (people whole), total (whole scene), wide (landscape) No. Text / Dialogue Director Camera Noise Music 1st Mon: Hello, Paul! Hi, Olli! Mo comes into the room. She looks around. Is restless, looking for something. Half total, normal view, steps, clatter of plates. Rose pride: Love is everything T: Everything is ready. The party can begin. T comes with plates, a wipe, she laughs, points to the food in detail. Total talking and laughing in the background. Mon: Thank you, Tanja, you helped me a lot. Mo turns to T, smiles, hugs her, half total 2. P: The DJ is ready too. I brought cool music with me. P beams, laughs at Mo, turns around, looks for a bird's-eye view Half total normal view Large normal view O: And I take the camera. I do the film. O has the camera on his shoulder, turns with her in a circle. Mo: But where is Markus? American T: It hasn't been here yet. Normal view Everyone: Where is Markus? All: sad (facial expressions and gestures: looking), total What happened? ask bird's eye view 9

10 Bibliography: Aguado, Karin: Cognitive Constituents of Oral Production in the Foreign Language: Attention, Monitoring and Automation. In: teaching foreign languages ​​and learning. 32nd year Tübingen: Gunter Narr, Bärenfänger, Olaf: Oral production in the foreign language: an experiment. In: teaching foreign languages ​​and learning. 32nd year Tübingen: Gunter Narr, Biechele, Barbara: Film / Video / DVD in German as a Foreign Language Taking stock and perspectives. In: Barkowski, Hans; Wolff, Armin (Ed.): Umbruch. Materials German as a foreign language 76, Regensburg: Iudicium 2006, Biechele, Barbara: video trainer A1 exercises on video Berlin, Munich, Vienna, Zurich, New York: Langenscheidt Biechele, Barbara, Studio d A1 German as a foreign language, a film for everyone who speaks German learning - video exercises, Berlin Raabe, Horst: The eye hears with visual strategies in foreign language lessons. In: Rampillon, Ute / Zimmermann, Günther: Strategies and techniques for acquiring foreign languages. Forum language. Ismaning: Hueber 1997, Raabe, Horst: Audiovisual Media. In: Bausch, Karl-Richard / Christ, Herbert / Krumm, Hans-Jürgen (eds.): Handbook of foreign language teaching. Tübingen: Franke 2003,

11 learning strategies as learning tips for learning with film: Understanding picture + sound Understanding the situation: Who does what, where, when, why, with whom ...? Pay attention to facial expressions Pay attention to gestures Understand film Observe camera perspective and camera setting Pay attention to language / voice (s) Pay attention to music Pay attention to sounds Observe people in situations (action situation, environmental situation, social situation) Pay attention to space and time 11