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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 paragraph recounting the story. Don’t make the paragraph longer than 150 words if you can manage it. Post your recount to padlet and then read two or three other versions.

Do people all agree on what happens in the film? What is important in it? As a follow up, 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. Add your comments to the comments section and on padlet.

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This video is from the free online course:

Short Film in Language Teaching

The British Film Institute (BFI)

Course highlights Get a taste of this course before you join: