Optical Critical Dimension
The current age abounds with varied mass media forms. In the field of film Optical Critical Dimension -making alone, trailers, posters, acts or scenes, still pictures, opening and closing credits, musical scoring, screenplays, cinematography, scripts, live advertisements or promotions, songs and music video are conventional authentic materials that can be employed in the teaching process by resourceful teachers who design creative tasks aligned with learning objectives.
This perception of using contemporary inputs specifically attempts to encourage language educators to employ varied practical activities in the classrooms. With the use of film Optical Critical Dimension posters and trailers as inputs, interactive and collaborative lessons are developed.
Furthermore, these two inputs are viable authentic materials for language teaching based on Richards (2001)'s concept which he discloses in his book, Curriculum Development in Language Teaching. In his book, he articulates that authentic materials aid students to understand the connection between the language taught in the classroom and the language that are used in the real world. Similar to other appropriate authentic materials, the film poster and trailer motivate learner's interests. Both materials contain applicable social and educational information that can be explored in the classrooms. They too deliver learners acquaintance to English medium being taught.
Additionally, there are significant interplays between these two materials since the initial manipulation of the film poster highlights the content of the film trailer with interactive activities. Interactive activities refer to the collaborative tasks that require learners to employ their skills such as viewing, reading, listening, reading, and writing alongside with language contents and language functions.
The method of employing these two materials will start with the film poster as a way of scaffolding knowledge. Some possible activities on film posters in conjunction with macro skills, language use, and expressions used as target languages are individually exemplified.
Film Poster Activities
Initially, the students will classify the genre of these movie posters into animation action, science fiction, adventure, action adventure, documentary, comedy or drama through the posters presented. One film poster will be chosen by the teacher to be used for activities in film poster and in film trailer activities. The teacher will introduce a speaking exercise through predicting or guessing using expressions of doubts with modals.
Secondly, writing and speaking through visualization, word clustering, word formation and enumeration of ideas will follow. The teacher is going to introduce enumeration expressions such as the following are, the words are namely and such as. In here, students are going to create noun clusters base from their perceptions of the posters.
Thirdly, the teacher will introduce speaking skill through derivation of conclusions by expressions of assurance or certainty and conjunctions of reasons such as because, since and for.
tag : Optical Critical Dimension
The current age abounds with varied mass media forms. In the field of film Optical Critical Dimension -making alone, trailers, posters, acts or scenes, still pictures, opening and closing credits, musical scoring, screenplays, cinematography, scripts, live advertisements or promotions, songs and music video are conventional authentic materials that can be employed in the teaching process by resourceful teachers who design creative tasks aligned with learning objectives.
This perception of using contemporary inputs specifically attempts to encourage language educators to employ varied practical activities in the classrooms. With the use of film Optical Critical Dimension posters and trailers as inputs, interactive and collaborative lessons are developed.
Furthermore, these two inputs are viable authentic materials for language teaching based on Richards (2001)'s concept which he discloses in his book, Curriculum Development in Language Teaching. In his book, he articulates that authentic materials aid students to understand the connection between the language taught in the classroom and the language that are used in the real world. Similar to other appropriate authentic materials, the film poster and trailer motivate learner's interests. Both materials contain applicable social and educational information that can be explored in the classrooms. They too deliver learners acquaintance to English medium being taught.
Additionally, there are significant interplays between these two materials since the initial manipulation of the film poster highlights the content of the film trailer with interactive activities. Interactive activities refer to the collaborative tasks that require learners to employ their skills such as viewing, reading, listening, reading, and writing alongside with language contents and language functions.
The method of employing these two materials will start with the film poster as a way of scaffolding knowledge. Some possible activities on film posters in conjunction with macro skills, language use, and expressions used as target languages are individually exemplified.
Film Poster Activities
Initially, the students will classify the genre of these movie posters into animation action, science fiction, adventure, action adventure, documentary, comedy or drama through the posters presented. One film poster will be chosen by the teacher to be used for activities in film poster and in film trailer activities. The teacher will introduce a speaking exercise through predicting or guessing using expressions of doubts with modals.
Secondly, writing and speaking through visualization, word clustering, word formation and enumeration of ideas will follow. The teacher is going to introduce enumeration expressions such as the following are, the words are namely and such as. In here, students are going to create noun clusters base from their perceptions of the posters.
Thirdly, the teacher will introduce speaking skill through derivation of conclusions by expressions of assurance or certainty and conjunctions of reasons such as because, since and for.
tag : Optical Critical Dimension
No comments:
Post a Comment