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Page 3 of 4 Go to the Want
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English
Channel Three: Double Identity - Student's Book
1
Left:
Episode 1, first page
•
Pre-tasks (Before you watch)
Left:
Episode 7, Section 1 Before You Watch
•
Watch the section
•
While you watch activity (optional)
Left:
Episode 6, Section 1. While you watch / After you
watch
•
Post-tasks (After you watch)
Left:
Episode 4, Section 3, Before You watch, After you
watch
The Student's Book will take you through a thorough
exploitation of the material. There will be pre-watching
tasks, post-watching tasks and while-watching tasks. All of
these will generate classroom conversation. At one time
teachers feared that video would leave students in a passive
role. This is quite wrong. This is teaching material
designed to promote classroom interaction. It is NOT
"comprehension" material like real movies or real TV. Having
exploited the video, the Student's Books provide further
material on the same topic which can be done later. The
Student's Book has sub-syllabuses on communication skills,
grammar, vocabulary, learner skills, reading,
pronunciation.
The Student's Book contains for each of the eight
episodes:
• Watching the Video
Four pages of activities for classroom exploitation. Though
these could be done in a single classroom lesson, we
recommend allowing a double lesson (90 to 100 minutes) for
the exploitation of the video.
In general, the activities follow this format:
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Viewing of the complete episode:
• Pre-tasks (Before you watch)
• Watch the whole episode
• Post-tasks (After you watch)
At this level, it is generally best to let students see the
whole episode. If you are using the video at higher levels,
you might choose to exploit it section by section without
this initial global viewing. In units 7 and 8, where there
is value in preserving the mystery, we suggest exploiting
section by section without the initial viewing of the
complete episode.
2
The episode is then divided into sections (usually four,
though episode 7 has five sections) for detailed
exploitation. Each section consists of:
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3
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• Watch the whole episode again
It's most important to let students watch the whole episode
again, so that they can feel how much their comprehension
has increased as a result of the exploitation tasks. This
may be followed by a post task.
4
• Detective work
This activity invites students to speculate on things which
are not seen (but are implied) in the video.
Episode 1, Detective Work
•
Extension.
This
section can be used at any time during work on a
particular video for reference, or later (without
access to video equipment) as further exercises.
The further exercises either have a Communication
Skill or a Vocabulary biias. We put this on the
fifth page of each unit as the words may be needed
in subsequent work (especially Tell The
story).
Left:
Episode 1 Extension: background
information
•
Exercises
The
exercises will provide additional work based on the
story of each episode. Right:
Episode 4 Exercises
•
Reference
A
complete language summary of each video for
reference. These may be referred to if problems are
experienced earlier in the video unit.
Left:
Episode 4, Reference
•
The Story So Far
This
is the sixth page of each video unit. It is a freer
activity, and during it, students will be able to
refer to the Vocabulary on the directly
facing page. Right from video one, students will be
able to say something about each picture. These
pictures may also be used for various paired
activities (see right). The Teacher's Book
gives a number of model answers based on the
structures and functions covered during the
episode.
Right:
Episode 1, The Story so Far
If you simply
follow the activities suggested, you will have a thorough
exploitation of the materials.
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The Exercises are related to the story of
the video, but can be done in a subsequent lesson,
without access to video equipment. If time is
short, the Exercises page can be done as
homework.
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• Transcripts
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We recommend that these should not be used in class, but in
our experience the great majority of students wish to have a
transcript to which they can refer AFTER the lesson. We have
found that students make copious notes and add translations
to transcripts of videos, and this is usually done at home,
on their own. Such extra work can only be advantageous, even
though most experienced video teachers would opt strongly
for discouraging their use before viewing.