[Kieran]

Hi Andrew,

Thanks very much for your great evaluation of the worksheets.

I also like how film and video is authentic – students are exposed to a world beyond the classroom and can hear natural conversations and different accents. It can be a surprise for students to find out that people don’t speak like how they speak in the course materials and is great for improving their listening skills and boosting their confidence.

The authenticity of film and video is definitely a great advantage and reason for using them in the classroom.

– Film characters: I like the simplicity of this activity sheet, and it can be used by students of all levels. It gets students to think about the characters and offer a personalised response. Depending on their level, students could write down key words/phrases or they could write a more detailed response. With my classes, I’d then use it for a survey activity to find out which students liked which characters and why.

I really like your idea of extending this with a survey activity.

– Film Trailer – This is my favourite of all the worksheets and is the sort of activity that would work well with my students who are in middle school (B1 level). Film trailers are short and generate intrigue and it’s the sort of activity I could do during class-time. It encourages students to work in pairs and share ideas. I like the variety in the questions, with some of the answers being in the trailer, so students need to watch and pay attention, and others being the students’ own opinions

Yes, trailer sare fantastic for the language classroom. They do generate intrigue and get students interested and motivated to find out more. The questions are good and do get students to pay attention.

– Character appearance: there’s some quite specific language here, for example build, posture, facial expressions, body language. I’d possibly follow this up with a role-play or get students to create a new character for the film using these prompts.

Great idea to extend this with a roleplay or getting them to create a new character.

– “Tell me” questions – These could be used where differentiation is needed in the classroom. All students could start with the basic questions and the general/special questions could be used for fast finishers.

Great idea to have all students to start with the basic questions and then use the other more advanced questions with the fast finishers.

Students could select a certain number of questions and could give a written response or the questions could be put up on the classroom wall and student do a gallery activity, going round and discussing the questions in pairs/small groups.

Lovely idea.

Thanks again for your great evaluation and ideas, Andrew.

All the best,

Kieran

[Kieran]

Hi Michael,

Thanks very much for your great evaluation of the worksheets.

My students (here in Korea) spend far too much time using (not very high quality) books. Anything that gets their heads out of books can help to put them in a different head space.

I think getting away from the coursebook is a good reason for using film and video!

1. I like this as an ‘entry level’ worksheet, as it allows students to begin with questions that allow them to express their personal opinions + there are no wrong answers. In later, adapted versions, I can see asking questions such as “Is this a typical Korean character?” or “Who is the ‘most / least’ Korean character?” in order to get students to reflect on our work on the various aspects of Korean culture.

Yes. This can definitely be used with very low levels. I really like the questions you’ve adapted to your context.

2. I quite like this and would use it to practice English descriptions. I might also have one sheet for a specific character with the two columns allowing students to write the answer in both Korean and English (they could work in teams to get this done).

I really like how you’ve adapted this to your context.

4. I think this worksheet would be excellent as the starting point for a discussion of how our own cultural embededness plays an important role in predictions and compare the different predictions made by students.

Yes, this definitely works well to explore cultural aspects.

6. Trailers are awesome! I would use this sheet with the content as is, for sure. I can also see having a bilingual version as well as an L1 and an L2 version. Students start with their L1, and as the course progresses, they move to a bilingual version, and finally and L2 version at the end.

I agree that trailers are brilliant in the classroom. I really like how you’ve considered using both an L1 and an L2 version of the trailer.

Thanks again for your great evaluation, Michael.

All the best,

Kieran

[Kieran]

Hi Gail,

Thanks very much for your great analysis of the six activity sheets.

(3)The “tell me” questions are interesting and very varied. I would definitely use some of them, not all. I would concentrate on several, depending on the film and what is important in it. (I think I would try to rephrase some of the questions so that they are not “yes/no” questions – if possible).

Yes, the “tell me” questions are varied and work very well in the language classroom. I think it’s an excellent idea to rephrase some of the questions so that they are not “yes/no” questions.

Language study – This is an interesting sheet but there is too much to do here and I don’t really like to teach this way. I would choose one language topic at a time.

Yes, I think this is a very good point. it might well be a good idea to choose to focus on one language topic at a time.

The third part is problematic since it is asking the students to write down expressions that they don’t yet know (so, I ask, how can they write them down? How can they know whether they are important?)

You make another good point here. I think perhaps the focus should be on expressions they find interesting and perhaps aren’t that familiar with, or expressions that are repeated throughout the film and therefore the students see them as important or useful.

(6) Film trailer sheet – There are a variety of questions here, some informative with one-word answers which are either correct or incorrect, others require deeper observation and thought. It really depends on the class, its level and what my goals are. I would not use this sheet as it is at the moment.

I take your point here but I think it would be possible to adapt it to make it suitable for your purposes.

Thanks again for your great analysis, Gail.

All the best,

Kieran

[Kieran]

Hi Gail,

Thanks very much for introducing yourself. Great to have you on the course. It’s really good to have a teacher of Hebrew on the course.

I’m looking forward to working with you on the course.

All the best,

Kieran

[Kieran]

Hi Andrew,

Thanks very much for introducing yourself. Really nice to have you on the course.

I’m looking forward to working with you on the course.

All the best,

Kieran

[Kieran]

Hi Michael,

Thanks very much for introducing yourself. Great to have you on the course. The “Korean language and culture through film and media” course sounds fascinating.

I’m looking forward to working with you on the course.

All the best,

Kieran

[Author]

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