DIDACTIC UNIT: MODERN TIMES BY CHARLES CHAPLIN
By Yolanda Bas, Marta Fernández, Pilar García i Vicente Pedrós PALE Dénia/2008
INTRODUCTION Why this unit? •
CLIL methodology
•
Integrated linguistic knowledge
•
Get to know the differences between verbal and non verbal communication in the silent cinema
•
Lots of creative possibilities in the classroom.
Who to? Although the didactic unit has been designed for second cycle secondary school students (especially 3rd), it could be applied to any level depending on the film and on the difficulty of the texts and the activities we propose. When? We need 12 one-hour lessons to develop the didactic unit. Some of those lessons will be at Catalan or Spanish classes and some at he English ones.
FINAL TASK Students have to put dialogues to a Modern Times film sequence and have to subtitle them.
OBJECTIVES At the end of this unit, students should have achieved the following objectives: 1. To understand the film Modern times in English reading the explanations. 2. To write dialogues for the silent sequences as well as their subtitles in another language (Valencian, Spanish, German…). 3. To write summaries about films in different languages. 4. To dub sequences using intonation and pronunciation correctly. 5. To understand general and specific information of written text about the socio-cultural context in which the film takes place. 6. To value languages in general as means of communication and understanding among people of different origins.
CONTENTS
DIDACTIC CONTENTS LISTENING SPEAKING TALKING • Understanding of instructions in the classroom
READING AND WRITING • Using sources to obtain information about the film and his historical context
• Understanding of messages emitted by • Appropiate use of audiovisual means spelling and • Use of spontaneous answers to different situations of communication
punctuation signs • Interest for the careful presentation of written texts
LANGUAGE KNOWLODGE • Grammar: conditional sentences type 1, past and present tenses
SOCIO-CULTURAL ASPECTS • Understanding the socio-cultural context in the 1930s
• Knowledge and critical • Autonomous use consideration of the of common and socio-economical idiomatic situation in the USA expressions through the cinema • Pronounciation of rhythm, intonation and stress
ACTIVITIES AND MATERIAL a) The sequence of initial activities (Warming-up/1 lesson) Objectives: 1. Value and participate in artistic creations 2. Motivate students toward the didactic unit Lessons (55 o 60 m) 1
Language to use
Activities
English 1. Find out the titles of famous films Catalan/Spanish including Modern Times: Give each student a part of the film title and they must find the missing to complete it (working in large group/5 m) 2. pairs formed with the full title of the film sit together and seek words related with its possible content 3. Explain the didactic unit and all the final task
b) The sequence of activities to develop b.1) To know the film Modern Times (5 lessons)
Material A paper with the film titles fragmented (Annex I)
Objectives: 1. Generate hypotheses about the content, about the historical time, about the place… 2. To understand dialogues 3. To have more information about the film 4. To know the historical context Lessons (55 o 60 m) 1
Language to use
Activities
Catalan/Spanish
1. To watch the first sequence until the first poster 2. To understand the first poster (theme) 3. To understand the most important posters along the film (plot) What about Modern Times? (working in large group)
DVD Modern Times Initial poster (Annex II)
1. To watch the film in English with subtitles in the same language 1.To understand the dialogues 2. Listen and understand an oral brief exposition about Modern Times (in English with subtitles also in English) 1. Read the text “Scientific management” (working in a small group) 2. Read the text “The Great depression” (working in a small group)
DVD Modern Times DVD Modern Times
2i3
English
4
English
5
English
Explain each other group the text content
Material
Posters (Annex III) A paper: “What about Modern Times? (Annex IV)
Texts “Scientific management” (Annex V) i “The Great Depression” (Annex VI) from Wikipedia A list of the most important words in order to understand them
b.2) Select a silent sequence and put the dialogues in English (4 lessons) Objectives: 1. To invent dialogues related with the film context and with the characters 2. To translate those dialogues into English 3. To pronounce them correctly Lessons (55 o 60 m) 1
Language to use Catalan/Spanish
Activities 1. Select a sequence and invent dialogues
Material DVD Modern Times
2
Catalan/Spanish English
1. Translate those dialogues into English
3
English
1. Reading correctly the dialogues.
4
Catalan/Spanish
1. Put the voice to images
Several sequences of the film in Youtube DVD Modern Times Sequences of the film in Youtube Dictionaries and other linguistics material Recorder Digital video program
b.3) Write subtitles in Spanish or Catalan (2 sessions) Objectives: 1. Being able to translate the English dialogues into subtitles in Catalan or Spanish Sessions (55 o 60 m) 1 2
Language to use Catalan/Spanish English Catalan/Spanish
Activities 1. Write subtitles in Spanish or Catalan 1. Put the subtitles to images
Material Material made by students Digital video program
EXEMPLE OF A CONCRET SEQUENCE ACTIVITY: 1.-
After watching the first part of the film: THE FACTORY (13´).
2.-
Each one can have the total record from The Bellows Feeding Machine.
THE BELLOWS FEEDING MACHINE. Good morning my friends, this record comes to you through the sales talk transcription Co. Inc. your speaker, the mechanical salesman. May I introduce Mr. J. Willacomb Bellows, inventor of the Bellows Feeding Machine, a practical device which automatically feeds your men at work.
Don’t stop for lunch Be ahead of your competitor. The Bellows Feeding Machine will eliminate the lunch hour. Increase your production and decrease your overhead. Allows us to point out some of the features of this wonderful machine: It’s beautiful aerodynamic streamlined body, it’s most ness of action made silent by electro porous metal ball bearing. Let us acquaint you with our automaton soup plate, it’s compressed air blower, no breath necessary, no energy required to cool the soup. Notice the revolving plate with the automatic food pusher, observe our countershaft double-knee action cornfeeder, with it’s synchronized transmission, which enables you to shift gears by the mere tip of the tongue. Then there is the hydrocompressed sterilised mouth wiper.
It’s factors of
control insure against spots on the shirt front. These are but a few of the delightful features of the Bellows Feeding Machine, let us demonstrate with a worker, actions speak louder than words. Remember, to keep ahead of your competitor you can’t ignore the importance of the Bellows Feeding Machine. 3.-
Now it’s time for students to construct and invent a dialogue, but only from this first
part. They may use the only two possibilities which are able to put into dialogues: “In the toilet” or “At lunch time”. We’ve got some examples of dialogues taken from students of 3rd of ESO in Valencian language and then they have changed it into English.
IN THE TOILET: CHARLOT: - Estic esgotat, em fumaré una cigarreta al servei, ja tornaré. Tu ocupa’t d’açò!. TREBALLADOR: Val… però no tardes molt!.
CHARLOT: Que tranquil estic, em quedaré una estona més per a descansar. PRESIDENT: Què fas ahí? Ves-te’n a treballar d’una vegada, malfaener!. CHARLOT: Que tacany és el meu amo, tant bé que estava jo ací…però, quin remei em queda més que tornar a la feina. TREBALLADOR: Què fas ahí parat, et toca treballar! CHARLOT: Si no em tornes les ferramentes, com vols que treballe?.
IN THE TOILET: CHARLOT: - I’m tired, I’m going to the toilet to smoke a cigarette, I’ll come in a minute... Take care of this!! WORKER: - OK... but don’t be late!. CHARLOT: - I’m feeling so good here... I’m going to rest a little bit more. PRESIDENT: - What are you doing there? Go back to work again, you lazy!! CHARLOT: - What a mean man!!... I was so happy here...but anyway, I must come back to my duty. WORKER: - What are you doing? Go on... don’t stop... CHARLOT: - If you don’t give me back my tool, how can I work?
AT LUNCH TIME. VENEDOR: - T’interessaria esta màquina que alimenta als treballadors per ser més competitiu amb les altres empreses?. PRESIDENT: - Depén. VENEDOR: - La provarem amb un treballador. PRESIDENT: - Eeeeeehm!... amb eixe d’ahí....vine ací!. CHARLOT: - Qui, jo? PRESIDENT: - Si, tu. CHARLOT: - D’acord. VENEDOR: - Comencem. Va molt bé. No?. PRESIDENT: - No estic tan segur, mira el que està passant. Està trencant-se. Comencem altra vegada. AJUDANT: - No ho vegeu, no està arreglada. CHARLOT: - Aaaaaaaaaah!!!!... pareu-la!!! VENEDOR: - Però, la vol o no la vol, Sr. President?
PRESIDENT: - No...no val res... o és que no ho vegeu?. Aneu-se’n d’ací... no vos vull veure més. CHARLOT: - Per fi m’han soltat... VENEDOR: - No ens veurà mai més per ací... de la manera que ens tracta...
AT LUNCH TIME SALESMAN: - Would you be interested in the Bellows Feeding Machine?. You will increase your production an decrease your overhead. PRESIDENT: - It depends. SALESMAN: - Let’s try it with a worker. PRESIDENT: - Eeeeeehm!... That one will be perfect. Come here!! CHARLOT: - Who, me? PRESIDENT: - Yes, you. CHARLOT: - OK. What for? SALESMAN: - Let’s start. It’s working fantastic, isn’t it? PRESIDENT: - I’m not so sure, look at that. What’s happening? SALESMAN: - It’s not possible. It’s breaking down. Let’s start again. ASSISANT: - Don’t you see?, It isn’t fixed. CHARLOT: - Aaaaaaaaaah!!!!... Stop it!!! SALESMAN: - But, do you want it or not Mr. President? PRESIDENT: - No... It’s useless... Can’t you see it?... Go away... I don’t want to see you again. CHARLOT: - I’m free!! At last!! SALESMAN: - You won’t see us here any more as you are not treating us properly. VOCABULARY The students will need the vocabulary or constructions that we already will provided them.
Expressions with verbs
Expressions with nouns
I’m tired. I’ll stay I’m going to…. I’ll come back in a minute! Go on!! Doesn’t matter! Don’t be late! I’m so …
Washbasin For a while The boss Worker A file – the manicure Tools
Adjectives
MODERN TIMES (In the toilet) Verbs
Calm Quiet Happy Nervous Mean Strict
To light a cigarette To rest To go back To give back To take
Expressions with verbs Would you...? To be interested in... It depends on... Let’s... Won’t you... Allow us May I introduce...
Expressions with nouns
To be ahead.
Overhead tip of the tongue Engine mouth wiper Energy Corn feeder Air blower
MODERN TIMES (At lunch time) Adjectives Useless Technical problem Practical Sterelized Synchronized Streamlined body
Verbs To increase To decrease To break down To fix To treat To feed
to breath to cool the… to point out
EVALUATION 1. Students assessment: The final task have to be: a) Appropriated dialogues b) Correct pronunciation, intonation and rhythm c) Subtitles quality d) Students’ involvement Self-assessment Group assessment 2. Didactic unit assessment: Objectives Sequence of activities Materials