Málfríður - 15.12.1985, Page 7

film is about. There are many ways
of making such introductions; the
teacher can simply talk about the
film, an article or story on the same
theme as the film can be read,
students might be asked to contri-
bute their ideas on the theme of the
film. or pictures related to the theme
of the film can be used to promote
discussion.
The tasks set will also vary
according to the nature of the film
and the length of the film sequence.
It is difficult for learners to under-
take extensive writing or reading
tasks while watching the screen.
However the students can easily be
asked 3 or 4 leading questions be-
fore watching. Possible tasks to be
carried out while watching the film
are as follows: - multiple choice,
true false, chronological ordering of
events, recognizing quotations (the
character and the context in which
the quotation is said), matching
adjectives to characters. Stopping
the film occasionally during the first
showing and asking students to
predict what is going to happen is
also possible providing that the class
as a whole enjoys this kind of
technique.
For intensive language work short
sequences of the film will be shown.
The tasks set will depend on the
reason for the selection of the
particular section of film. The
teacher might want to concentrate
on vocabulary. The students can be
asked to write down everything they
see in a short sequence e.g. a town, a
kitchen, a café etc. For less
advanced students the teacher could
prepare a list of words and the
students simply cross off the things
they see. The students could be
asked to write down the things they
see which are not to be found in
Iceland, thus drawing students’
attention to cultural differences and
leading them into the world of the
target language. In another
sequence the teacher might be
concerned with making the students
aware of specific language items,
e.g. disagreement, disappointment,
direct commands, rudeness, anger
etc. The students don’t all have to be
set the same task, the class can be
divided and each group can listen
and watch and then note down
examples of the Ianguage asked for.
Video material is also particulary
well suited for predictive speech
from learners. Using visual cues on
the screen and parts of the spoken
dialogue and with careful use of the
pause button the learners can be
asked to predict what is going to be
said or happen next.
It is clear that the teacher must be
familiar with the video materials
before they are used in class. He
must also make his students feel that
watching a presentation in a foreign
language is hard work. Language
Iearners need heip, guidance and
reassurance. Teachers can provide
these by choosing suitable tasks that
are relevant to the learners’ needs
and abilities. In this respect video in
the classroom can be a great asset.
Like all other teaching aids it can
augment the teacher’s contribution
but it does not substitute him.
Jacqueline Friðriksdóttir er náms-
stjóri í ensku.
Skólar - fræðsluskrifstofur
Með útboði á tölvum og tölvubúnaði fyrir framhaldsskóla og ríkisstofnanir náðist
veruleg verðlækkun á þessum búnaði og voru gerðir sérstakir samningar um kaup á
eftirfarandi tegundum af tölvum:
1. Apple II e er hentug fyrir kennslu í skólum.
2. Atlantis og IBM PC eru hentugar fyrir stærri verkefni.
Keyptar hafa verið nokkur hundruð tölvur skv. þessum samningum.
Nánari upplýsingar veittar á skrifstofu vorri.
Innkaupastofnun ríkisins,
Borgartúni 7, Reykjavík.
INNKAUPASTOFNUN RÍKISINS
Borgartum 7
7