Skip to 0 minutes and 5 seconds [music]
Skip to 1 minute and 35 seconds [screams] -Don’t look– -Is it over? -It’s not over– [screams]
Skip to 1 minute and 59 seconds -Oh no, but it’s horrible. -That was horrible. -Yeah, what I liked was the acting– -Me, I don’t know, I really liked– -Wait, the special effects sucked. -I thought they were funny. -But I don’t think those were real wood chips. Yeah, I think it was ketchup. [laughs] -You shouldn’t come, if it scares you. -Seriously. -That was shit. -It wasn’t shit but it– -For real– -Yeah, anyway, pencil sharpners don’t exist. [laughs] -Weren’t you afraid? -I liked the first one better. -Should we go for a drink? -Isn’t that your brother, over there? -Well, I like those films. -Pencil sharpner– -No. -Yeah, they’ll do a second, a third one– [music]
Recount - teaching idea
In this step we’d like you to complete a more extended recount task. The video above is the complete version of the one whose beginning we showed in Week 2. We’re not revealing the title, because it gives away too much of the film.
Watch the whole of the film and write a short paragraph recounting the story. Post your recount to the comments section, and then read two or three other versions. Do people all agree on what happens in the film? What is important in it?
Can you see how this activity could be adapted for your language learners? Think about how using film clips or whole short films might help you develop learners’ understanding of past tense verb forms - what kinds of resource or support work might you need?
Look at the examples of teaching resources we include in the downloads section for the films Les Crayons, Szalontudo and El Juego to help you. Use and adapt them for your learners and post any observations or thoughts to the comment section.
© Claire Madigon - Quad Productions