Silent Movies III, A New List

 

Below you’ll find a collection of short films with little or no dialogue, and a few simple ideas for how they could be used. If you decide to use any of these films, why not let me know how you used it so we can share your ideas with other teachers. To read why I love to use shorts in my lessons, take a look at part one or two in the series.  

Words
  
A beautifully filmed illustration of simple words and their many meanings.

Idea: Ask the students to identify as many of the words shown as possible. After they have identified all the words, show the film again and ask them to make a note of all the different ways the words can be used. Some of them are very simple, some are very advanced so there’s something for all levels.  
The Page Turner 

Surely the most pointless invention ever...

 

Idea: Ask the sts “If you could have one invention to make your life better, no matter how small, what would you have?” The students could then design their inventions on paper and share them with each other.  

Idea 2: A simple idea, but the students describing what’s happening in this video, using the present continuous and then after the past simple, is always useful.  

Royalty

Max dreams of being King, but maybe it’s not as good a job as he thinks.
 
 

Idea: Before showing the film, ask students to identify their dream job and why they would love to do it. After showing the film and discussing what happens to Max, ask them to look at the downsides of their chosen job. They can then look at the pros and cons and decide whether they still want to do it or not.  
Train of Thought 

A man looks for love on a railway platform.
 

 
Idea: Ask the students to write a ‘thought script’, a script for the characters thoughts to accompany the film. 

ROBOT!  

A giant robot attacks the city.
 

 
Idea: Stop the video after the robot puts the man's heart in his chest. Ask the students “how do you think his new heart will affect the robot’s behaviour?” After showing the rest of the video ask them “What do you think should happen to the robot now? Should he be punished or could he be rehabilitated?”  

The Boss  

It’s time to face up to the boss from hell. 

http://www.virginmediashorts.co.uk/film/2400/the-boss 

Idea: This video could make a great prelude to a business class about management techniques.  

Pub Dog 

A dog who will do anything to get his hands on some crisps.

 
Idea: Ask the students if they have any more ideas to help Pub Dog get his crisps. What else could he have done?

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How I Would Test

"Good morning everyone and welcome to your English test. Please take a seat. 

Remember, cheating is absolutely forbidden. However, discussion with your peers, using Google on your smartphone and leaving early if you finish is absolutely fine and encouraged.

Let's begin. Here are your exam papers. Now, in silence, you must flick through the pages and have a look at all the questions before we start. Make sure you read them all carefully. You have 5 minutes to complete this.

Okay, time up everyone. Now get together in groups of three or four and discuss how you feel about the test. Talk about which questions you are happy to see, which one you dislike the most and any ideas you have on how you will answer the questions.

I'm now going to give you two minutes to tear one of the pages out of the test. Remember, the harder questions get more points, so choose carefully.

In yesterday's class, I asked you to write possible questions for the test. If your question has been chosen, then well done, you will receive 10 extra points on your final score.

You now have time to complete the test. You will notice that there are no multiple choice questions and no right or wrong answers. Instead I want you share your opinions on the questions asked. Remember, your grade depends on how you answer, not what you answer. If you don't have strong feelings on the subject, then you need to explain why, or lie.

Some time later...

Time's up. Now get back into your group. I want you to ask each other for advice. If there's a question that you are not happy about or think could be better, ask your colleagues for help. If you don't feel comfortable showing them what you wrote, either when asking for advice or giving it, that's fine, you can decide how much you want to share.

Okay, go back to your desk. You now have ten minutes to make changes and improvements to your test in whatever way you wish.

So now we're nearly done. The last thing I want you to do is write the score you think you'll get, then write the score you think you deserve based on the course so far, and finally I want you to mark this test on how good you think it was.

Your grades will be available in the next few days. To collect them, come and see me in my office or after class. I can also explain why I gave you the score I did, and what your strengths and weaknesses were if you’d like to know. And I'll be asking you to explain your predictions and the score you gave the test too. Thanks for coming.”

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BELTA Webinar - An Invitation

I am very pleased to announce that on Sunday the 25th of November at 1700 CET, I will be participating in a live webinar to launch the Belgian English Language Teachers Association (BELTA). This is a project that a number of us teachers here in Belgium have been working on for some months and we are delighted to be in a postion to launch the association on Sunday.

I'll be joined by Mieke Kenis (@mkofab) and Guido van Landeghem (@europeaantje) and we'll explain why we've decided to set the association up, what we hope to achieve, and how you can help us. We hope you can make it.

Update

You can now watch the video of the launch by going to www.beltabelgium.com/p/events.html.

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Tesol Greece Blog Challenge: Can Technology Save The Day When Times Are Tough?

To inaugurate their new blog, TESOL Greece have invited bloggers to answer the following question:

''During an economic crisis, resources (books, budgets, infrastructure) are limited but high standards and qualifications are required so that learners can survive on the job market. Can the use of technology help learners and teachers overcome this problem? If so, how?''

The question suggests that when times are tough economically, it becomes harder for teachers to access the kinds of resources that are normally available, and this is undeniably true. However, it also suggest that this leaves a space where technology can come to the rescue.

It seems to me if you are struggling in one area, the chances are you will struggle in the other. I don't think it's possible for teachers to assume that tech will be able to step in and fill the void. To clarify, I'm not suggesting that technology doesn't offer teachers and students great learning opportunities, it’s just that I don't see how you can have one problem without the other. It may well be that you can utilise the technology that you already have, but then the same could be said for books and other resources.

One possibility, especially with adults, is the option to utilise the students own devices instead. While this will certainly be possible for some groups (adult learners in EFL tend, generally, to be people with disposable income, especially business students), I don't think this is something that can be relied on consistently. Again, we go back to the same problem, it times of need everything is in short supply.

So for me the answer to this question is not to look specifically at technology, but rather look at the resources you have at hand. If that happens to include a classroom where two or three students have a smartphone with a reliable and affordable Internet connection which they don't mind using, then by all means use them. But don't see that as your only path to salvation.

In reality teachers have numerous and affordable resources available to them at all times, it's just that we take them for granted. It could be a simple as re-evaluating the way you use your whiteboard or blackboard and looking at how it could be used in a more interesting way. We’re all impressed and tempted by incredible new websites and apps but if they are difficult to implement due to shortcomings in infrastructure, then perhaps the same aims could be met with paper and pen. Teachers shouldn’t be scared to boil things to down to their essence, decide what's really important and present it simply.

And this is no way should affect the quality of the lessons. The use of technology has absolutely no effect on the standards that we reach as teaching professionals. It is not the reason why a lesson is ever great or terrible, the cause of that lies solely with how the teacher carried the lesson out and / or how the students chose to respond. A very simple materials free lesson could be the appropriate way to teach a particular point, or equally it could be a tech reliant way that is better. It’s not the resources that make a lesson, it’s the teaching.

Most importantly, don't forget that the number one resource in your classroom is not the computer or the smartphones or the coursebooks. It's not even you. It's the students, with their lives, interests, experiences and opinions. That's where you need to focus your attention. And the good news is that this is a resource that is available as long as there are students in the classroom.

It’s not just enough for you to know that your students are a resource, however. They need to know it too. They need to be aware that their success or failure is ultimately down to them. It is their hard work that will result in increased linguistic ability. An increase in standards is only possible with a combination of positive attitudes, effort and an openness to new ideas from both the learner and the teacher.

Technology can play its part in this. It can give unrivalled self study possibilities. It can enable you to do things in the classroom that years ago were unimaginable. What it can’t do elevate standards by itself. That’s your job.

To read more entries into this blog challenge, go to http://tesolgreece.blogspot.gr/p/blog-challenge.html

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Blog Challenge: Tell Me About Your City

Love your town? Think more people should know about it? Want to be published on one of the world’s leading travel blogs? Then read on!

Barcelona by the author

I’m one of those people who loves to travel, and due to the wonderful world of the Internet, I am part of a wonderful network of teachers that is spread literally all over the world. We are blessed to have friends both near and afar, and discover new cultures, whether in person or online. As cliched as it is, both experiences really do broaden your horizons.

Unfortunately, much as I’d love to, I can’t come and visit you all and see the fascinating places that you call home. So until the day when I can come to your town, I want you to tell me about where you live. Whether you live in one of the major metropolises of the world or live in somewhere smaller and altogether less well known, I want to know about it.

Oslo by the author

I’d like you to write a paragraph or two for me about the town where you live. Tell me why you live there, what made you choose it (if you did!), what we can find there, why we should visit or anything else you think we’d like to read. No place is too small, in fact the more obscure the better!

I’m then going to collect your paragraphs together and publish them on a fantastic travel website. Global Grasshopper is an award winning site and one of the top travel blogs in the world. They want to know about you and where you live, so they’ve asked me to collect your stories and send them to them.

You can leave your paragraphs in the comments section below or email me at theteacherjames@gmail.com. I can’t wait to share your homes with the world!

It's your chance to be published on the fantastic globalgrasshopper.com!

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