 |
 |
| |
 | Does the pack include the video? |
| Why do you offer certain films at different levels? |
| I am not a native speaker of English and I find some parts difficult to
understand. What should I do? |
| What skills are developed? |
| What do I get for a free subscription? |
| What kind of exercises are there? |
| What kind of English is taught? |
| How do I get the worksheets? |
| Is the material suitable for one-to-one classes? |
| How long should I spend on a film with my class? |
| Should I do every exercise with the students? |
| Can the material be adapted for any age group? |
| Should I make sure students have understood every word before
proceeding to the next exercise? |
| Is it a good idea for students to do additional background reading on
the subject matter of a film? |
| How can I assess progress? |
|
| Does the pack include the video? |
| | No. We provide a wide range of ready-to-use exercises for you to exploit the language in the film. You will also receive the teacher’s notes and a table of contents for each film. Nevertheless, you will find that there are many sites on the net that sell films. |
| | |
| Why do you offer certain films at different levels? |
| | There are films that lend themselves to teaching at different levels, and in such cases the exercises provided cater for the specific needs of the level requested. Therefore, all students will see the same film regardless of their level but the degree of difficulty of the work they do varies. (See details of each table of contents) |
| | |
| I am not a native speaker of English and I find some parts difficult to
understand. What should I do? |
| | In all cases the teacher’s notes provide the key to all the exercises. Sometimes the notes even include suggested answers to give an idea of what to anticipate from your students. This is true for the narratives too. |
| | |
| What skills are developed? |
| | Unlike exercises that just check listening comprehension, each pack provides the linguistic tools to help develop and improve listening skills. At the same time, students will be working on their writing and speaking skills. Provision is also made for developing students’ reading skills since many of the exercises require understanding of the cohesion underlying the text. |
| | |
| What do I get for a free subscription? |
| | New material will be released once a month. As a subscriber you will be receiving a regular newsletter containing tips on how to work with films. This will help you develop your own exercises. |
| | |
| What kind of exercises are there? |
| | By downloading the free sample of Harry Potter (Pre-Intermediate) you will have a glimpse of the variety of exercises we offer. Each film with its particular context and varied language lends itself to different kinds of exercises. We place a great deal of emphasis on this and have taken special care to offer interesting and suitable exercises for all different levels. |
| | |
| What kind of English is taught? |
| | We believe students should be exposed to a variety of English accents. Therefore we provide opportunities for teachers to raise awareness of the different types of English used in the films. However, the choice of film is not only determined by accent but we also consider the linguistic value of the film, as well as its popularity. |
| | |
| How do I get the worksheets? |
| | After your purchase by credit card has been completed, all you have to do is download the material. |
| | |
| Is the material suitable for one-to-one classes? |
| | Although the exercises and activities provided are usually group-based, the material is also perfectly suitable for one-to-one classes. In this case the teacher will evidently have to take on a more active role in activities such as role-play or discussion. |
| | |
| How long should I spend on a film with my class? |
| | Although teachers might feel that this is just ancillary material for students to have fun with, and therefore they do not have time for it, the work on each film has been designed with a view to teaching, recycling and extending the grammatical structures and lexical items introduced. Added to this, there is constant work on developing the relevant linguistic skills. So, the film can easily be used alongside a set textbook (say, during the second half of the class when students’ attention span begins to drop), or as a substitute for those units that deal with the grammatical or lexical contents of the film chosen, in which case a whole period can be spent working with the video. For those teachers who have conversation groups, why not have a video-based class? |
| | |
| Should I do every exercise with the students? |
| | It is advisable to attempt every exercise. However, on occasion there might be a particular reason why you would want to skip an exercise or the part of the film it is based on. |
| | |
| Can the material be adapted for any age group? |
| | You will find that some material for kids can be successfully used with groups of adults. It is for the teacher to decide on the film’s suitability. |
| | |
| Should I make sure students have understood every word before
proceeding to the next exercise? |
| | No. Students will eventually overcome their anxiety to want to understand
every single word. Just be patient! |
| | |
| Is it a good idea for students to do additional background reading on
the subject matter of a film? |
| | Of course. Teachers should encourage students to read material related
to the topics raised in each film outside class. Alternatively, set them research
work to do at home. |
| | |
| How can I assess progress? |
| | Although proper testing material has not yet been developed, traditional
tests will help you assess your students’ progress. |
| | |
