Skip to 0 minutes and 17 secondsWhat are you doing?
Skip to 0 minutes and 24 secondsDo you want to play a game?
Skip to 0 minutes and 28 secondsWhat game? See those lines down there?
Skip to 0 minutes and 35 secondsStand there.
Skip to 0 minutes and 40 secondsCome on, you'll see how you like it.
Skip to 0 minutes and 50 secondsYou don't play? Of course I do. But from here. Now you have to walk on the line, following it. Well, how easy. You can't step out of it.
Skip to 1 minute and 21 secondsDone. There are more lines. Do I have to jump? If you don't jump, you won't advance. Okay, but if I jump, I might not make it and if I don't step on the line, I lose, don't I? What do you think?
Recounting and past tenses
The written or spoken equivalent of the film flashback is the ‘recount’. This is where we recall a set of events, sometimes in a sequence.
Diaries are the most common form of recount in writing, but the form is used in lots of genres such as witness statements, radio documentaries, and news reports, each with their own conventions. From a language teaching point of view, there are different tenses that we use in recounting: past/perfect; imperfect; past historic (in some languages).
For this step, we’re going to show some of the film from which we chose still images in Week 2, El Juego. The whole film is around 5 minutes long, but we’re only playing the opening 2 minutes. The activity we’d like you to do is to create the basis of a simple recount: to plot the changes in emotion of the girl over the first two minutes of the film, using simple past tense sentences.
Use the downloadable resource below called ‘Axis of Emotion’, and plot four or five narrative points that have an effect on the girl’s emotional state labelling these points in the past tense, and in another language if you like.
Upload your finished version to padlet.
Below is an example of an Axis of Emotion to explain.
Would you expect pupils to complete this type of diagram in the target language? How would you plan the range of language you would expect pupils to use for this activity? How might you model language for pupils to retell the story orally or in a written form? Please add your thoughts to the comments section.
© British Film Institute and Andrea Casaseca