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Vocabulary Development Powered By Film Credits For ESL Learner

Vocabulary Development Powered By Film Credits For ESL Learners

  

“When all think alike, then no one is thinking.” – Walter Lippman

The development of technology plays a highly vibrant part in media evolution from outmoded to contemporary technology presentations for its messages to reach every individual consumers. As a result, the media does changes which are evidently observed among its genre such as films that manifest complex structures to impress audience. Furthermore, it can be perceived that from films’ posters to their end credits,   vr film    are unseen factors which tend to be highly pedagogical for English language acquisition when imaginatively and seriously handled by language educators. This inventive awareness anchors with the theory of audio- visual literacy which supports the said material for the enhancement of learners’ linguistic and communicative competence. This concept fetches us to a solid idea that every film’s features do not only function as purely entertainment but are possibly noteworthy in language achievement. In other words, every element it possesses may interrelate or unfold instructional strategies. One of its significant components is the end credits known as a list not limited to the cast and crew of a motion picture found at its ending. To be able to explicate its pedagogical value, an example of it is lifted from a movie, Edge of Darkness. The motion picture’s final credits were dissected as inputs for innovative vocabulary teaching through series of constructed tasks’ interplaying with single words, collocations, phrases, clauses, and sentences.

The Springboard

The material is an edited end credits of the film Edge of Darkness produced in 2010 by the film outfit, Warner Bros.

Edited Cast

Mel Gibson – Mr. Tom Craven Bojana Novakovic – Emma Craven, Mr. Craven’s daughter Damian Young – Senator Jim Pine Caterina Scorsone – Melissa Wayne Duvall – Chief of Police Gbenga Akinnagbe – Detective Darcy Jones Paul Sparks – Northampton Police Detective Christy Scott Cashman – Detective Vicki Hurd
Gordon Peterson – interviewer
Timothy Sawyer -Dr. Sawyer
Molly Schreiber – reporter
Charles Harrington – neighbor
Lisa Hughes – news anchor
Charlie Alejandro – Boston Police officer
Cindi Alex – driver
Terry Conforti -wife of Senator Pine
Nicholas Grava -basketball player
Dan Marshall – hospital visitor
Robert Masiello -businessman
Gary Roscoe -newsroom editor
Edward Stanley -Radio Reporter
Vyvian Stevens -Tom Craven’s friend
Darryl Wooten -TV News reporter
Adam Zalt -business traveler

Edited Crew

Film Director – Martin Campbell
TV and Movie Screenplays writers -William Monahan, Andrew Bovell
and Troy Kennedy-Martin
Producer – Tim Headington and Graham King
Co-executive producers- Jamie Laurenson, Gail Lyon, Lucienne Papon, and Kwame Parker
Musical scorer – Howard Shore
Cinematography – Phil Meheux
Film editor – Stuart Baird
Casting manager- Pam Dixon and Carolyn Pickman
Production Designer -Thomas Sanders
Art Director – Greg berry Greg Berry, Mark Satterlee, and Suzan Wexler
Set Decorator – Jay hart
Costume Designer -Lindy Hemming
Makeup Artist-Marleen Alter
Props man- Gary Alioto (carpenter)
Sound mixer -James Ashwill
Special effects technician -John baker
Visual effects artists -Stella Ampatzi, Suzette Barnett
Stunt performers -Charlie Alejandro, Rick Avery, Dean Bailey Peter Bucossi, and Jared Burke
Film location Manager – Gregory Alpert
Location scout -Gregory Chiodo
Transportation coordinator -Mike Davis

Some suggestions

Some recommendations about this teaching process may include but not limited to these enumerated ideas. Primarily, review your institutions ‘curricula if they establish a close significance to the materials and the lessons you are planning to conduct. Your intended material should relate dominantly with the projected outcomes of your organizations’ programs and if they do, examine the end credits thoroughly if they embody the vocabularies to be prioritized. Rip the credits from the whole film which may run for a maximum of three (3) minutes or less to suit the timeframe of your specific lesson. Play and pause the video of it during the discussion. You can simplify the credits according to students’ needs before you deliberate. It is suggested that you construct a diagram or a schema to relate covered words. Teach vocabularies anchored with the strategies being introduced in Cambridge English teachers’ courses such as illustration, pictures, word structures, mime, word association, word classification, context, synonyms/antonyms/hyponyms, definition, translation, realia, among others. In the event that you decide to modify the activities, it is proposed that you base your instructions from the taxonomy of objectives under the (6) six order thinking skills where they fall. By doing this, each activity’s direction will function as your future upshots. Be aware that vocabulary learning deals with words, phrases, collocations and sentences. Produce a copy of the instructional input to be distributed or as an alternative, display a model onscreen while activities are being performed. To add, note that while activities are being completed, varied expressions will emerge to form the entirety of learned languages. When time constraint hampers activity engagement, some tasks may not be covered. It is suggested that you choose the necessary task/s that you can administer under a prescribed teaching session.

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