docTheme: Movie Magic - English Department
download 
Report Transcription
Theme: Movie Magic - English Department
Learning English through Popular Culture Theme: Movie Magic Target group: JS2 Introduction The leading American Movie Production is organizing a new superhero movie production competition which it hopes will become as popular as its classics, "Spiderman", "Superman" and "The Incredible Hulk". But in this movie, the superheroes / superheroines may be in Hong Kong or somewhere else. You want to enter the competition. Study your textbooks (Longman Activate JS2, Unit 2 and Discovering English 2, Unit 2), watch the movie Spiderman and finish the tasks below, you will know more about superheroes and get ready to the production. YOU ARE the WINNER! Task 1 Movie Genres Watch some trailers and know more about movie genres especially the action/ adventure genres. Task 2 A Movie Review Students work individually to write a review of the movie Spiderman. Task 3 Creating a superhero / superheroine movie. Students, work in groups of five/ six to create the theme, setting, charters and storyline for a superhero movie. Use a planning sheet to represent the ideas and then draw a storyboard with captions for the movie. Task 4 Oral Presentation Students work in groups to design a movie poster for their superhero movie and plan an oral presentation to promote the movies to their classmates. Students vote for the movie they would like to represent the school to enter the production. Plan for Learning English through Popular Culture Theme: Movie Magic Textbooks: Longman Activate JS2A Unit 2 & Discovering English 2, Unit 2 Target group: JS2 Lesson What to do Materials / Resources 1 Unit introduction Introducing different movie genres Worksheet 1: Talking about movies Worksheet 2: Movie Genres PowerPoint presentation: Movie genres http://www.filmsite.org/genres. html http://www.imsdb.com/ http://www.hkedcity.net/englis h/watch/film/ 4-6 Introducing Superheroes Discovering English 2, Unit 2 PowerPoint presentation: Introduce different superheroes Worksheet 3: What do you know about superheroes? 7-8 Watching movie clips ‘Spiderman’ Introduce the topic of Spiderman using pictures or a doll. Elicit students’ background knowledge. Watch movie clip from ‘Spiderman’ in which he gets his powers and uses them for the first time. Questions and discussion: • What was Peter Parker like before he got his powers? • How did he get his powers? • What did he do with his powers? PowerPoint presentation: Spiderman main characters Worksheet 4: Know more about ‘Spiderman’ 2-3 http://www.imsdb.com/Movie%2 0Scripts/SpiderMan%20Script.html Students watch the whole movie outside class. Assessment Lesson What to do Materials / Resources Assessment 9 - 12 Writing a movie review of the movie ‘Spiderman’ Longman Activate JS2A, Unit - Movie review 2 Samples of movie reviews http://www.bcmagazine.net/hk. bcmagazine.issues/bcmagazine _webissue251/13-jumper.html http://www.hkedcity.net/english/ watch/film/ http://www.moviecentre.net/revie ws/ http://www.learnenglish.org.uk/ki ds/filmreview/your_reviews.asp http://www.teenink.com/Movies/ AZ.html http://movies.go.com/reviews http://us.imdb.com Worksheet 5: Movie reviews: Facts and opinions Worksheet 6: Movie reviews of ‘Superman’ Worksheet 7: Writing a movie review of ‘Spiderman’ 13 –16 Creating a Superhero movie (can be completed outside class) Revise vocabulary for describing superhero and superpowers. Worksheet 8: Plan for a superhero movie Teaching materials on superhero http://www.readwritethink.org/les sons/lesson_view.asp?id=990 http://www.britishcouncil.org/kid s-topics-superheroes.htm http://www.teachingenglish.org.u k/try/plans/superhero/superhero.s html http://pearl.tvb.com/drama/heroes /story/ Create movie online http://www.dfilm.com/live/home. html http://www.digitalfilms.com/ Worksheet 9: Design a storyboard http://www.filmeducation.org/seco ndary/StudyGuides/storyboard.pdf - Plan for a movie - Storyboard Lesson What to do Materials / Resources Assessment 17 - 18 Making a movie poster (advertisemen t) Show students examples of - Movie poster movie posters Identify common contents of the posters Worksheet 10: Promoting your superhero movie Worksheet 11: Making a movie poster Students work in groups to design a poster for their movie (to be completed outside class time) http://www.moviecentre.net/po sters/ http://readwritethink.org/lesson s/lesson_view.asp?id=1076 19 - 20 Promoting the movie to classmates Go over presentation guidelines with students Students work in groups to plan their presentation Worksheet 12: Presentation guidelines 21 -23 Class presentations Peer assessment forms Teacher assessment form Voting sheet 24 Unit evaluation Unit Evaluation Form - Oral presentation Objectives After the unit, students are able to - identify some popular culture texts - understand and interpret ideas, information, facts, opinions presented in trailers, movie reviews and movie posters - develop the vocabulary, language, format and styles used in trailers, movie reviews and movie posters - apply the knowledge and skills they have learnt in writing a movie review for Spiderman - work in groups to create the theme, setting, characters and storyline for a superhero movie and draw storyboards with captions for their movies - apply the knowledge and skills they have learnt in designing a movie poster for their movies - give an oral presentation to promote their superhero movie Text-types • trailers • movies • movie reviews • movie posters Vocabulary • movie genres (e.g. romance, science fiction films, action films, animation, etc,) • names of superheroes/ superheorines around the world and their characteristics • words for describing characters (physical and personality – including clothes, special powers, symbols etc.) • different elements of a story (theme, plot, characters, setting etc.) • words and expressions relating to movie production and reviews (e.g. actions, actresses, film producers, screenwriters, ratings, costumes, etc.) • words describing feelings and opinions (e.g. impressive, interesting, interested, disappointing, disappointed, etc.) • words relating to preferences and opinions (e.g. like, prefer, enjoy, etc.) Language Items and Communicative Functions • using adjectives to describe people (appearance and personality, including dress and background) • using adverbs of manner and degree • using modal verb ‘can’ to describe abilities / superpowers • questions involving ‘How…?’ (How much, how often, how fast etc) • using the simple present tense to express interests, feelings and opinions • design, layout and stylistic features of storyboards for movie • design, layout and stylistic features of movie posters Student Assessment Students are assessed on: • observe students’ participation in group and whole-class activities throughout this unit. Listen to their comments and responses shared in the discussions. • movie review • plan for a superhero movie • storyboard • movie poster • oral presentation – promoting the superhero movie to classmates Assessment materials movie review rubric poster rubric teacher’s assessment form: group presentation superhero presentation peer assessment form Evaluation The unit is evaluated by: unit evaluation form questionnaire for students guiding questions for teachers’ reflection (introduction of language arts in S2) Worksheet 1: Talking about Movies Read this paragraph then do the crossword puzzle below. A movie, like a book, has many characters. Characters are the people or animals in the movie. The characters are played by actors. For example, Harry Potter is a character and Daniel Radcliffe is the actor who plays him in the movie. Harry is the hero of the story, because he is the most important character and he is also good. The story of the movie is called the plot. Action movies and science fiction movies often have lots of stunts and special effects. Stunts are dangerous or exciting tricks done by people, like jumping off buildings. Special effects are usually done with computers now. For example, the “Star Wars” movies have lots of special effects. We can see people fighting in space ships or flying through the air. Across 2. dangerous tricks done by people, e.g. jumping off a building 4. a person or animal in a movie 6. Daniel Radcliffe is one of these Down 1. the story of the movie 3. __________ effects are tricks done with computers 5. the main good character in a movie Adopted from: EDB Language Support Section Worksheet 2: Movie Genres There is a great variety of movies but many movies are of a particular type or genre. Examples of movie genres are: action / adventure/ animation / comedy/ crime / drama / fantasy / horror / mystery / romance / science fiction / thriller You are going to watch some movie trailers. Can you find out the following information after watching them? Trailer 1 http://www.moviecentre.net/upcomingmovies/movie_trailers.php?Pid=2040&Id=2250 - The title of the movie is ________________________________________ - The genre (type) of the movie is __________________________________ - The target audience is __________________________________________ - Casts and characters _________________________________________ _________________________________________ _________________________________________ Trailer 2 http://disney.go.com/disneyvideos/bluray/ - The title of the movie is ________________________________________ - The genre (type) of the movie is __________________________________ - The target audience is __________________________________________ - Casts and characters _________________________________________ _________________________________________ _________________________________________ Trailer 3 http://www.worstpreviews.com/trailer.php?id=111&item=3 - The title of the movie is ________________________________________ - The genre (type) of the movie is __________________________________ - The target audience is __________________________________________ - Casts and characters _________________________________________ _________________________________________ _________________________________________ 4. Choose 1 more movie trailer from http://www.imdb.com/Sections/Trailers/ and complete the answers. - Trailer ____________________________________________________ - The title of the movie is ________________________________________ - The genre (type) of the movie is __________________________________ - The target audience is __________________________________________ - Casts and characters _________________________________________ _________________________________________ _________________________________________ Worksheet 3: What do you know about Superheroes? TRAITS OF SUPERHEROES FROM POPULAR CULTURE Directions: List the superhero or heroes from popular culture you read/ watch with your group. Then list his or her character traits. Name of superhero Where did you find this superhero? (For example, a video game, movie, comic book) Character traits Adopted from: http://www.readwritethink.org/lesson_images/lesson990/traits.pdf Answers: Adopted from: http://www.britishcouncil.org/kids-print-superheroes.pdf Worksheet 4: Know more about ‘Spiderman’ You are going to watch the movie ‘Spiderman’. Then answer the following questions. Movie Clip 1: School trip to the spider laboratory. 1. What special abilities of spiders are mentioned in the clip? ___________________________________________________ 2. Tick ( ) what they are interested in…… spiders photography Mary Jane Peter Parker Flash Harry Osborn 1. Do you like Mary Jane’s boyfriend, Flash? Why / why not? ___________________________________________ 4. Do you like Peter’s friend Harry? Why / why not? ___________________________________________ 5. What happened to Peter when the spider bit him? ___________________________________________ 6. What special abilities of the spiders are shown in this clip? They can……. spin a very strong web jump a long way run very fast fly sense danger before it happens Clip 2: Peter discovers his powers 1. What changes does Peter notice about himself? Give at least three. __________________________________________________ __________________________________________________ __________________________________________________ 2. Does Mary Jane have a good or bad relationship with her father? How do you know? _________________________________________________ _________________________________________________ 3. What did Peter use his powers for in this clip? to get money to attack someone to make Mary Jane love him to have fun to help Mary Jane to help his uncle to defend himself to fight robbers 4. What kind of superpowers would you like to have? be very strong run very fast make myself invisible fly make fire, water, ice or thunder see very far hear very well other ________________________ 5. If you were Peter, how would you use your powers? ________________________________________________ ________________________________________________ What do we learn about these people from watching the movie ‘Spiderman’? Peter Parker Who does he live with? _____________________________________ Does he have a happy family? _________________________________ Is his family rich? _________________________________________ What is he interested in? ____________________________________ How does he feel about Mary Jane? ____________________________ What is his personality? _____________________________________ Is he good, bad or we don’t know yet? ___________________________ Mary Jane Who does she live with? ____________________________________ Does she have a happy family? ________________________________ Is her family rich? _________________________________________ What is she interested in? ___________________________________ How does she feel about Peter? _______________________________ What is her personality? ____________________________________ Is she good, bad or we don’t know yet? __________________________ Harry Osborn Who does he live with? ____________________________________ Does he have a happy family? _________________________________ Is his family rich? _________________________________________ What is he interested in? ___________________________________ How does he feel about Mary Jane? _____________________________ What is his personality? _____________________________________ Is he good, bad or we don’t know yet? ___________________________ Adopted from: EDB Language Support Section Describing superheroes and heroines 1. Here are two pictures. One is Peter Parker and the other one is Spiderman. Look at the sentences below. Which person do they describe? Write them in the correct boxes below the pictures. 1. He looks like a student. 2. He wears a red and blue costume. 3. He wears glasses. 4. He is clever but shy. 5. He wears a striped shirt and a grey jacket. 6. He wears a mask that covers his face. 7. He looks a rather scary. 8. He is very strong and confident. 9. He has big muscles 10. He likes taking photographs 11. He can shoot a spider’s web from his wrist. 12. He doesn’t have a girlfriend. 13. He wears a spider symbol on his costume. 14. He has a nice friendly smile. 15. He has special red gloves. 16. He wears blue tights and red boots. 17. He has a thin body. 18. He has big silver eyes. _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ The movie genre of ‘Spiderman’ is ____________________ What would you expect to find in this find of movie genre? _________________________________________________________ _________________________________________________________ Write a brief summary of ‘Spiderman’ here: A story usually has a structure. In other words, a story has a ‘formula’ which usually includes a setting, characters and events. It usually contains a problem or problems for the characters that calls for a resolution/ resolutions. This enables the story development or the plot of the story and the build up to the climax of the story, or sometimes, an anti-climax of the story. Outline the story structure in terms of setting, characters, and the problem with resolutions. Use the following story map and hints to organize your ideas. Main Events: Columbia University Research Lab Bitten by a spider A big change Great reflexes The death of Uncle Ben Chasing Uncle Ben’s killer Battle over Times Square Hot time with the Goblin A final battle Worksheet 5: Movie Review – Facts and opinions Refer to Longman Activate JS2A U.2 What is this movie? Do you like it? Some people are talking about “Kung Fu Hustle”. Some of the things they say are facts, and some are opinions. Some of them like the movie and some do not. Tick the boxes to show which is which. E.g. X X Steven Chow is an actor in this movie Fact Opinion ☺ Steven Chow is a very good actor The movie is an action comedy Fact Opinion Fact Opinion X X ☺ X ☺ Steven Chow plays a character called Sing Fact Opinion I think the movie is very funny and interesting Fact Opinion The fighting scenes are very exciting and entertaining Fact Opinion X X X Fact Opinion I think the special effects are fantastic Fact Opinion The plot is silly and confusing Fact Opinion X ☺ The movie is set in China The movie has won some prizes in Hong Kong X ☺ ☺ Fact Opinion X ☺ In my opinion, the movie is too violent Fact Opinion Adopted from: EDB Language Support Section X X X X X ☺ X X ☺ X X ☺ X ☺ X Here are some words we can use to give our opinion of movies. Copy them into the correct boxes. it’s scary it’s funny it’s entertaining the special effects are fantastic it’s boring it’s silly it’s violent its’ confusing ☺ Adopted from: EDB Language Support Section it’s too long the plot is interesting the actors are good 1. Look at the pictures of movies below. Choose words from the list to give your opinions of them. Write your opinion on the first line. If you have not seen the movie, you can write “I have not seen this movie”. 2. Ask your partner for his or her opinion about the movies. Ask “What do you think of …………?” Write your partner’s opinion on the second line. You can write opinions which are not on the worksheet if you wish. The Lord of the Rings Toy Story Titanic I think ______________________ My partner thinks _____________ ____________________________ I think ______________________ My partner thinks ______________ ____________________________ I think _____________________ My partner thinks ____________ ___________________________ Star Wars Harry Potter I think it’s ___________________ My partner thinks it’s ___________ ___________________________ I think ______________________ My partner thinks ______________ ____________________________ I think ______________________ My partner thinks ______________ ____________________________ Worksheet 6: Movie Reviews of ‘Superman’ A movie review is a short piece of writing and usually consists of some essential information about the movie. Here are two reviews from one movie. Read them and find out the common features of movie reviews. You may use the information you have learnt in Longman Activate, unit 2 p.34-36 to help you. Movie: Superman Return Superman makes a thrilling return Superman Returns is a great action film. The story is exciting and there are lots of amazing stunts. In the film, Superman returns to Earth after being away for five years. He finds that his girlfriend, Lois lane (leading actress Kate Bosworth), now has a son and is engaged to another man. She also wrote an article in which she said that the world did not need Superman. Although he feels upset, Superman knows that he has important work to do – he must save the world! My favourite part of the film is when Superman invites Lois to fly with him. They rise up into the air above a tall building. Then they fly across the sky together, looking down at the lights of the city far below them. Leading actor Brandon Routh is brilliant as Superman. Supporting actor Kevin Spacey, as Lex Luthor, is also extremely good, but Kate Bosworth’s performance as a journalist is not realistic enough. Film Magazine said that director Bryan Singer used the right mix of excitement and fun. However, Hollywood Reviews said that, at two and a half hours, it was too long. I agree that it is a little too long, but I still think it is an excellent film. Source: Longman Activate JS2A p.33 Superman Returns By Stephanie G., Bledsoe, KY I don’t know where they found Brandon Routh, but I cannot think of a better Superman. He is so believable, I love it. He’s also not bad on the eyes, if you know what I’m saying. I’ve had a problem with Kate Bosworth these past few years, but I’m over that now. She’s fine, I love her, if she invited me to lunch I’d grab my bag and be on my way. The casting director made a wise choice with her. I love the fact that Lois has a kid. It shows that we’re not back in the old Superman times anymore and that Lois is human. I also really like that James Marsden is Richard White; I always enjoy every opportunity he has to take off those X-Men glasses. I’m not to sure I would have cast Kevin Spacey as Lex Luther, but he’s an amazing actor and did a good job. And watch out for that adorable Tristan Lake Leabu playing Jason! He is so cute. Clearly, I love the cast. I also like the storyline and plot. It isn’t as good as “Pirates,” but nothing is going to compare to that in my mind. The only thing I would change about “Superman Returns” is hair. I like Bosworth much better as a blonde and don’t believe she had to be a brunette for this movie. You know, it’s the twenty-first century, Lois could have had a dye job. Parker Posey’s hair, on the other hand, is horrible! I’m not diggin’ that. The poor woman’s hair is frizzy and just everywhere. You would think that Lex Luther could spring to let her go to the salon. Hair problems aside, I give this film two thumbs up and encourage you to see it. Source: http://www.teenink.com/Poetry/article.php?link=Past/2006/October/20538.xml Can you find the common features of movie reviews from above? Highlight all the facts about the movie in RED. • What type of movie is it? • Who stars in the movie? • What is the movie about? • What happens in the movie? Highlight all the opinions about the movie in BLUE. • Does the writer like the movie? Why? • What is good or bad about it? • What do others say about it? Collect four more movie reviews from newspapers, magazines and websites. Read through the comments of the cast and crew about the movies. Write down all the a) positive things b) negative things that are said about the movie, cast and crew. Are you surprised by your findings? Can you explain them? Worksheet 7: Writing a movie review of ‘Spiderman’ Use these questions as guidelines to help you write your review. The words in italics are sentence structures you can use. Refer to JS2A p.14-16 • DO NOT COPY THE QUESTIONS IN YOUR REVIEW! • You should use the PRESENT TENSE 2 What is your favourite part of the movie? 2. Which character do you like best and why? 3. Is there anything you don’t like about the movie? The movie I have seen is called ………. 4. What do you think of the ending of the movie? It is a comedy/romantic movie/ cartoon etc. 5. Facts about the movie What is the name of the movie? What kind of movie is it? 3. Who directed the movie? 4. Who is the main character in the movie? 5. 6. Your opinions about the movie 1. Part A: 1. Part B: The director of this movie is ……(director’s name) The main character is……. 6. Who plays those characters in the movie? ..(actor’s name) plays the part of …(character’s name) What is the movie about? In the movie……(Write about 30 words about the story of the movie) 7. My favourite part of the movie is where………… The character I like best is ………, played by ..(actor’s name).. because………. I don’t like ……. because….. I like/don’t like the ending because……… What do you think of the costumes, the music, the make-up and the special effects? I think the costumes/music./make-up/special effects is/are……………., for example………. What is your feeling about the movie? Does it make you feel sad, happy? What can we learn from this movie? I think the movie is………because………. What is your overall opinion? Would you recommend the movie to others? Overall, I think the movie is …………., so I would/would not recommend it to my friends. Adopted from: EDB Language Support Section Some vocabulary for writing movie reviews Technical terms director character setting plot (story) locations setting script (screenplay) actors costumes makeup special effects cinematography/camera work music Movie genres comedy action movie romantic movie cartoon (animation / animated movie) horror movie science fiction movie fantasy movie musical documentary Words to describe movies boring entertaining exciting funny romantic scary violent Words relating to preferences and opinions like prefer enjoy cool Worksheet 8: Plan for a superhero movie Group planning sheet for superhero movie Class 2___ Group number ___ Introduction The leading American Movie Production is organizing a new superhero movie production competition which it hopes will become as popular as its classics, "Spiderman", "Superman" and "The Incredible Hulk". But in this movie, the superheroes / superheroines may be in Hong Kong or somewhere else. You want to enter the competition. Study your textbooks (Longman Activate JS2, Unit 2 and Discovering English 2, Unit 2), watch the movie ‘Spiderman’ and finish the tasks below, you will know more about superheroes and get ready to the production. YOU ARE the WINNER! Creating a superhero / superheroine movie. Students, work in groups of five/ six to create the theme, setting, charters and storyline for a superhero movie. Use a planning sheet to represent the ideas and then draw a storyboard with captions for the movie. Oral Presentation Students work in groups to design a movie poster for their superhero movie and plan an oral presentation to promote the movies to their classmates. Students vote for the movie they would like to represent the school to enter the production. Name of the movie: _____________________________________ Use the plan below to plan your work. 1. Roles of group members: Roles Editor: Story writer(s) Storyboard planner(s) Colorist(s) Poster designer(s) Name of Member(s) 2. Exploring Superheroes Adopted from: http://www.readwritethink.org/lesson_images/lesson990/guiding.pdf EXPLORING SUPERHEROES CHART Directions: Choose two superheroes from popular culture texts (e.g. magazines, TV etc.) and two superheroes from books. Use the GUIDING QUESTIONS FOR EXPLORING SUPERHEROES to decide what perspectives you would like to explore before filling out this chart. Name of Superhero Character Traits as Portrayed in a Media Text or in a Children’s Book Character Traits Explored from Perspective 1 Character Traits Explored from Perspective 2 Adopted from: http://www.readwritethink.org/lesson_images/lesson990/exploring.pdf 3. Write a brief summary of your story here: You are going to create a superhero movie of your own. You will also create a poster and an oral presentation to ‘promote’ your movie to classmates. Brainstorm ideas along the lines of o characters: superhero(es) or superheroine(s), enemies, girl/boyfriend, elderly relatives, police, boss etc o settings: usually big cities – fictional but very American o plot: what sort of things usually happen in a superhero movie? (use the story map of ‘Spiderman’ to help you if you have difficulty thinking of typical plot events) o endings: usually the superhero will save the world o themes: good against evil, responsibility, loyalty, ambition etc. Use the following story map to organize your ideas. * You may add more events for your movie. 4. Establishing the characters How did he/ she get these special powers? Who would his/ her main enemy be? Superpowers What superpowers do you want your superheroes to have? 1. How high can he/she climb up a building? 2. How strong is he/she? How many kilos can he/she lift? 3. How long does it take him/her to run 100 metres? 4. How high can he/she jump? 5. How far can he/she see? 6. Some more superpowers. For example: He/She can… swim underwater for long move large heavy objects periods see through walls change clothes in seconds think faster than a computer swing through trees mutate into a different form smash rocks jump over buildings move mountains climb skyscrapers read brainwaves Would you like to make your own superhero(es) / superheroine(s)? Now is your chance! Choose some superpowers for your movie character(s) and fill in the chart below. Character 1 Name: _____________________ Sex: _____________ Age: ___________ Appearance: ______________________________ Personality: ______________________________ Superpowers: ______________________________ Character 2 Character 3 Name: ___________________ Sex: __________ Age: ________ Appearance: ______________________ Personality: ______________________ Name: ___________________ Sex: __________ Age: ________ Appearance: _____________________ Personality: _____________________ What is the relationship between these characters in the story? Are they family members, friends, enemies or others? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Who do you think will be the most important character in the story? Why? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ In their ordinary life, what would his/ her job be? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Worksheet 8: Design a storyboard What is a storyboard? A storyboard is a series of picture boxes with word captions, like a cartoon strip. It is used by film and television scriptwriters, or children book illustrators to give a picture-plan of the film or book. Who draw a storyboard? In a movie, the storyboard artist (sometimes called the graphic designer) puts ideas of the story into reality by creating artwork for the production. Your job is to draw the meaning of this part of the story or to create a summary using pictures. Your project can be a sketch, cartoon, diagram, flow chart, or stick figure scene. Any kind of drawing/ graphic is fine, and you are welcome to use words as labels. What does a storyboard look like? The images on the following two pages are a good example of a typical storyboard. It is for the opening sequence for the thriller ‘P’ is for ‘Psycho’. The storyboard illustrates how individual camera shots can be used to create ‘narrative flow’. Each shot is drawn as a ‘frame’, a rectangle that represents a single shot on the cinema screen. Each frame is annotated with brief information about settings, actions, camera angles, shot types, camera movements and editing notes. Frames are usually connected together with words or symbols that help create the ‘flow of the images’. Source: http://www.filmeducation.org/secondary/StudyGuides/storyboard.pdf Camera shots When you’re using a camera, there are a range of possibilities for framing the shot, varying viewpoint and changing what the audience focused on. There are two aspects: the kind of shot – viewpoint / framing the way of the camera moves. Look at the sample below. Source: Day, B. Mixed Media. Oxford University Press Study the storyboard (the first shots have been labeled for you). Write down what types of shots are used for the rest of the sequence. Look at the range of camera shots used in this sequence. - The storyboard moves straight from the high-angle first shot to the low-angle close-up second shot. What effect do you think this sudden change might have on the audience? - Look at the last shot of this sequence. Why do you think the filmmaker chose a shot from below rather than from above the falling car? Source: Day, B. Mixed Media. Oxford University Press A Close Shave (Wallace and Gromit): Aardman Animations 1995. This is a film created using animation. 1. Watch the whole film (about 30 minutes). 2. Watch the clip where Wallace is seen in the sitting room again. Draw what you have seen in an A4 paper. A sketch or draft is acceptable. 3. Then look at the storyboard below (Nick Park’s original storyboard sketches). Compare your sketch with his. 4. Identify the different shots in this sequence Shot 1 Camera notes: CU panning right – into doorway to LS Shot 4 Camera notes: CU: Gromit Shot 7 Camera notes: LS: Gromit in hallway Shot 2 Camera notes: CU: Gromit Shot 5 Camera notes: MS: Wallace Shot 8 Camera notes: CU: Gromit and plant Shot 3 Camera notes: Slow zoom to CU of hallway Shot 3 Camera notes: CU: Gromit Shot 9 Camera notes: CU: porridge packet Shot 10 Camera notes: CU: cheese, Wallace behind Shot 11 Camera notes: CU: Gromit Shot 12 Camera notes: CU: Gromit at plant Shot 13 Camera notes: CU: Gromit Shot 14 Camera notes: MS: leaf falling then fast zoom to CU Shot 15 Camera notes: CU: Gromit Shot 16 Camera notes: CU: Gromit then fast refocus to LS on Wallace Shot 17 Camera notes: CU: newspaper with Wallace behind Shot 18 Camera notes: MS: Shaun and Wallace Shot 19 Camera notes: CU: Shaun Shot 20 Shot 21 Camera notes: CU: telephone Camera notes: MS: and speaker Gromit pulling lever Source: Day, B. Mixed Media. Oxford University Press Use the frames below to sketch your storyboard. You may also use these websites to help you draw the storyboard. http://www.readwritethink.org/materials/comic/index.html http://www.readwritethink.org/materials/doodle/index.html Worksheet 10: Promoting your superhero movie When a new movie is made, it has to be advertised like any other new product, to let people know it exists and to encourage them to go to the cinema to see it. The advertising of a movie is known as film promotion or film marketing and the people who are responsible for this are the distribution company, so – called because they distribute (give out) the movies to the cinemas and distribute the promotional material around the country. The way in which a movie is promoted can have a huge effect on whether or not it is successful. Movies are expensive to make and if the public don’t buy tickets at the box office to see the movie, a lot of money will be lost. Planning a promotional campaign for a movie When the distributors agree to market a new movie, they will watch it several months before it is released into the cinema and plan a marketing campaign. This includes deciding what should go into the posters, trailers, websites and other material which will market the movie. There are several important points to consider: Who will be the most likely to want to see this movie? What type of movie is this? What is different about this movie? How much money can be spent on the marketing of this movie? The Poster The poster is the most important means of letting people know about the release of a new movie. We normally only see a poster for a short space of time, so it must immediately catch our attention and make us want to see the movie. This is why most things on a poster appear large and why bright colours are used. The poster must also get across information about the movie such as: What is the title? What the story is about? Who is starring in it / directing it? What type of film it will be? What is unique about it? The poster uses both images (pictures) and text (words) to give us this information. The most important image is called the key image, because it is the key to what the movie is about , but there will be background images too. The most important text is the title graphics and the names of the stars and director. The catch line (like a slogan on an advert) helps us remember the film and the credit block (the smaller writing at the bottom) tells us who produced and distributed the film. Every part of the poster is carefully put together to encourage us to want to see the movie. Study the worksheet ‘Making a movie poster’ and identify all the features. Then read your textbook Activate JS2A Unit 2 p.22, 23 & 28 and browse the following website to know more about movie poster. Look at a selection of posters and try to answer the following questions: What are the title of the movies? What can you say about the way in which the title graphics have been written? Describe the key images on the posters. Why have they been chosen? What other pictures can you see? What do you think the movies will be about? What type or genre of movies will it be? What makes you say this? Who is starring in the movies? Where are the stars’ names placed on the poster? Why? What are the most important colours on the posters? Why do you think these were chosen? What is the catch line on each poster? (This is like the slogan on an advertisement) Who do you think is the target audience for each movie? How has the posters been made attractive to these people? What do you think is the Unique Selling Point (USP) of each movie? (What makes it different from other films like it?) What information can you find in the credit block (the block of writing at the bottom of the poster) Who are the companies involved in the distribution and promotion of these movies? (Look at the bottom of the posters) Use what you have learnt from these questions to design your movie poster. Worksheet 11: Making a movie poster Here is a movie poster for ‘West Side Story’. What information does it give? Find the items in the list below and match them with the letters on the poster. The title (name) of the movie _____ The names of the actors and actresses ______ Pictures of the characters ______ Some good comment about the film ______ Pictures of things that happen in the film _____ Information about awards (prizes) the film has won ______ Some things are small and you cannot see them here, for example: The director’s name The name of the company that made the film The name of the person who wrote the screenplay (words) and the music. These things could be included in your own poster Look at these movie posters. Have you seen any of the movies? Do you get the same information as the movie poster for ‘West Side Story’? Find the items from the list above and match them with the posters. Now you are going to design a poster for your superhero movie You must include: The title (name) of the movie The names of the actors and actresses and the roles they play The director’s name The name of the person who wrote the screenplay Pictures of the main characters Pictures of important things that happen in the movie Some good comments about the movie Information about awards the movie has won In the poster above, the pictures are shown inside the title of the film. Can you think of an interesting or unusual way to present the information in your poster? You can draw pictures, use a computer or cut photos from magazines and newspapers Useful vocabulary: Actors, directors etc. starring ____(actor)____ as _____(character)_______ (eg starring Natalie Wood as Maria) directed by _________________ music by ___________________ Good comments: “Brilliant!” “Wonderful!” “Fantastic!” “The best film of the year! Awards: Winner of _____ awards/Oscars Adopted from: EDB Language Support Section Sketch your design for a poster here: (The Final poster should be on an A4 piece of paper.) Worksheet 12: Presentation Guidelines Superhero Movie Presentation Your group is going to present your superhero movie to the class. This is an important part of your project. Here are some guidelines to help you prepare for the presentation. 1. Decide the roles and order for your group presentation Members’ name Roles 1 2 3 4 5 6 2. Important notes: a. The first speaker will also introduce the whole presentation. b. The last speaker will finish the presentation. c. You need to hand over to the next person at the end of your part. d. Use a visualiser to show your work to the class. 3. Examples and useful expressions a. Starting the presentation: Good morning/afternoon everybody. We are going to tell you about our superhero movie. Our movie is called ______________________________________________. First I would like to tell you about the hero/heroine we’ve designed/drew/made. He/She is called………………. Their enemy is /enemies are _________________________. There’re other characters ______________________________________________ The story is about ________________________________ b. Useful expressions for introducing different things This is …………….. Here you can see ……………… Let me tell you about ……………… Perhaps you would like to know about …………….. His ……………… is very special/interesting/powerful/beautiful. It is ……………………………………………… c. Handing over to the next person Well, that’s all me.. I hope you like him/her. Now I’d like to hand over to _________________, who is going to tell you about his/her superhero /heroine /enemy. You may also need to present the setting and story plot to your classmates. Then show your movie poster and explain the design. d. Finishing the presentation That’s the end of our presentation. Thank you for listening. You’ve been a great audience We hope you enjoyed it 4. Tips for delivering the presentation a. Speak clearly and loudly b. Don’t read from your sheet or note card c. Don’t turn around and look at the screen d. Stand up straight and look at the audience e. Point to pictures of the items as you talk about them That’s all! Good luck with your presentation! Adapted from: EDB Language Section Film Review Rubric Content Excellent Fabulous opening sentence that establishes the tone of the review Mentions key performers and the roles they play Provides a succinct plot synopsis without divulging too much of the film Satisfactory Adequate opening sentence that gives the reader some indication of your opinion Mentions key performers or their roles Provides relevant examples / illustrations from the film to buttress their opinions about its effectiveness (including dialogue when relevant) Makes a provable case for the film's merit and analyzes what worked and did not work in the film Provides some examples of action / dialogue from the film that supports their ideas about the film's effectiveness Language No spelling errors No punctuation errors Inspired word choices Good transitions Provides an overly detailed plot synopsis of the film or a synopsis that does not quite give the reader enough information Needs Improvement Poor opening sentence - the reader is left wondering how you feel about the film Fails to mention significant actors or characters by name Provides so much information about the plot (synopsis) that the film is rendered meaningless and is ruined for the viewer, or tells so little about the film that the reader can not determine whether or not to see the film Includes no examples of action or dialogue from the film Voices an opinion about the films' merit and points out the film's successes and failures but does not explain why these things worked or did not work Has virtually no opinion about the film other than that "it was good or bad" and fails to explain this opinion or has an opinion about the film that is not backed up by examples A few spelling errors Multiple spelling errors A few punctuation errors Multiple punctuation errors Appropriate word choices Inappropriate word choices Adequate transitions (we Poor transitions (we can not can tell why you went tell why you went from one from one point to the next) point to the next) Adapted from: http://www.twyman-whitney.com/film/review_rubric.html Superhero Presentation Peer Evaluation Form Listen to your classmates’ presentation carefully. Circle the marks you want to give them under each heading. You can make some comments if you wish. Group number: ______ Item Story Storyboard Name of Superhero Movie: _____________________ Poor The story is very ordinary and does not tell us anything about superhero. The storyboard does not show any details and are carelessly done. There is little information about the movie. It is difficult to know anything about it. Excellent 1 2 3 4 5 Poster The poster is not attractive and gives no information about the movie. It is not suitable for the target group of the audience (e.g. children, adults, teenagers) 1 2 3 4 5 Presentation The group members are not ready to present. They do not know what to do. They have not planned the presentation well. They do not speak clearly or loudly enough. They do not look at the audience. 1 2 3 4 5 Teamwork The group does not work well together to deliver the presentation. Some people do a lot more than others. 1 2 3 4 5 Comments: The story is interesting or unusual and tells something about superhero. The storyboard is clear and detailed. They are done with care. A lot of information about the movie is given. I feel interested in it. The group members have added some special and creative ideas of their own. The poster is attractive and carefully done. The design is suitable for the target group of the audience (e.g. children, adults, teenagers). The poster gives information about the movie. The group members are ready and know what to do. Each person is wellprepared. The group members present confidently. They speak clearly and loudly. They look at the audience. They can describe the superheroes, their friends and enemy, and explain how they can get their powers. The group works well together and every member of the group has something to do. Making a Poster rubric Group number: ___________ CATEGOR Y Required Elements Labels Graphics Relevance Attractiven ess Grammar Movie Title: _________________________ 4 3 2 1 The poster includes all required elements as well as additional information. All items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away. All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation. The poster is exceptionally attractive in terms of design, layout, and neatness. There are no grammatical/m echanical mistakes on the poster. All required elements are included on the poster. All but 1 of the required elements are included on the poster. Several required elements were missing. Almost all items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away. Many items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away. Labels are too small to view OR no important items were labeled. All graphics are related to the topic and most make it easier to understand. Some borrowed graphics have a source citation. All graphics relate to the topic. One or two borrowed graphics have a source citation. The poster is attractive in terms of design, layout and neatness. The poster is acceptably attractive though it may be a bit messy. There are 1-2 grammatical/me chanical mistakes on the poster. There are 3-4 grammatical/me chanical mistakes on the poster. Graphics do not relate to the topic OR several borrowed graphics do not have a source citation. The poster is distractingly messy or very poorly designed. It is not attractive. There are more than 4 grammatical/m echanical mistakes on the poster. Source: http://teacherweb.com/ME/JALeonardMiddleSchoolOldTown/Ecologywebquest/page3.htm Teacher Assessment Form: Group Presentation 1. 6. They made a lot of grammar mistakes. I found it difficult to understand They made some mistakes, but I could understand most of it Thy made very few mistake, and I’m very impressed! Volume They spoke too quietly, I couldn’t hear. They were mostly loud enough, but sometimes too quiet They spoke loudly enough, I could hear everything 2. Pace They spoke too quickly, I couldn’t follow They spoke too slowly and stopped often They spoke at just the right speed so I could follow easily 3. 4. Eye contact They always looked at the notes and not at us They usually looked at us but also looked at the notes often They looked at us most of the time Organisation The presentation was not well-organised. The ideas were not connected together. The presentation was well-organised on the whole, but sometimes I didn’t follow the ideas The presentation was very well-organised 8. Supporting evidence They did not refer to the poster to promote their movie They gave a few examples from the poster to promote their movie They gave a lot of examples from the poster to promote their movie Timing The presentation was too short The presentation was too long The presentation was just the right length 5. 7. Clarity and pronunciation They didn’t speak clearly at all. I couldn’t hear the words They spoke fairly clearly, but sometimes I couldn’t hear They spoke very clearly, and I could hear everything Grammar 9. Content They did not give a summary of the movie. They tried to give a brief summary of the movie. They gave a clear summary of the movie. Unit Evaluation (by students) Project Review (Creating your superhero movie) After you have finished your project, take some time to reflect on how your project/ you went. Plot out on the line continuum your responses to these questions. Did your project turn out the way your group planned? Fantastic 1 2 3 5 4 disappointing Did your group spend enough time working on the project? Worked on it for days 1 2 3 5 4 Did your group meet your deadlines? Time to spare 1 2 3 rush job ran out of time 5 4 Did I understand what my role was in the group? Yes 1 2 3 5 4 No Did I complete my task to the best of my ability? Yes 1 2 3 5 4 No Did I offer to help when it was needed? Yes 1 2 3 4 No 5 Did I enjoy working with the others in my group? Yes 1 2 3 5 4 What did you learn? I’m an expert on the topic 1 2 3 How did your audience react to your presentation? Superstar status 1 2 3 5 4 No 4 5 nothing everyone fell asleep Write down at least one thing that you enjoyed on the project? _________________________________________________________ _________________________________________________________ _________________________________________________________ What would you do differently next time? _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ Teacher’s comment Here the teacher will give you a brief comment on how you worked on this project. 1. Planning: 2. Effort in class: 3. Homework effort: 4. Range of material used: 5. Presentation: Signed: ______________________ Date: __________________ Adapted from: Christine Edwards and Catriona Morrison. Personal Writing Portfolio 3 & 4: Oxford University Press 2000. Questionnaire for Students We would like to know your opinions about the teaching materials and activities in the unit on Movie Magic. With your help, we will be able to design better materials in the future. Please help us by filling in the questionnaire below. Part A Please indicate to what extent you agree/disagree with the statements below. No Items for Comments Please indicate and ' ' as appropriate the degree to which you agree with each of the statements 4 3 2 1 5 (agree) 1 2 3 4 5 6 7 8 9 10 11 12 13 The materials for this unit were interesting for me The materials were too easy for me The materials were too difficult for me The materials were just right for me I learned about different movie genres I learned about movie reviews I learned how to write the basic parts of a story (e.g. characters, setting, events ending) I learned how to describe characters in a story I learned how to use storyboard to present my ideas I learned how to design a poster to promote something Creating a superhero movie in English is a new activity for me The activities have helped me to improve in……. speaking reading writing listening (disagree) Part B: Interview questions: Please think about your answers to these questions before the interview 1. Which part of the unit in Movie Magic did you like most? 2. What was most difficult for you? Why? 3. Which part do you think was most useful in learning English? 4. What changes could teachers make to help you to learn better in this unit? Guiding Questions for teachers’ Evaluation Unit: Movie Magic (JS2) 1. Which activities were most/least successful and why? 2. Did you feel that the materials prepared the students adequately for the tasks? What gaps need to be filled? 3. What student responses have you observed with regard to: a. motivation and interest b. development of English skills c. knowledge and acceptance of language arts texts d. generic skills (e.g. communication creativity collaboration) e. ability to cope with TSA-related tasks (e.g. presentation discussion) f. ability to cope with SBA-related tasks (e.g. presentation discussion) 4. Do you feel confident in planning language arts activities for students and integrating them into the curriculum? What helps you/would help you to feel more confident? 5. In which areas of language arts do you feel more/less confident? 6. In future, where will you look to find suitable language arts materials for students? 7. If the classroom work is related to a project or ECA activity, what benefits or problems have you found with this? 8. Have these activities had any impact on the English environment of the school? 9. What other measures have helped the English environment? 10. What further developments and improvements would you like to see?
