- Although learner choice is paramount, the learner can be encouraged to
choose television programs that may stimulate follow-up reading. Examples
are dramatizations of written works and nature shows. Viewing a show based
on a written work can build comprehension levels prior to tackling the text
itself.
- After viewing a show (or videotape), the tutor and learner can discuss
the ideas or scenarios that were presented. Based on these discussions,
the learner may want to create her own summary for a show, in the style
of the television listings.
- Different types of programs found in the television listings can be placed
in categories, such as sports, movies, news, comedies, drama, and so forth.
Full-hour and half-hour programs can be listed.
Activity: Script / Dialogue Writing
Learners can be shown a short video segment with the sound off. They can be
instructed to view the segment without speaking, and to observe as much as possible.
Together, the learner and tutor (or a larger group) can try to recall what they
remember seeing. The ideas can be recorded on paper.
The tape can be replayed, pausing where necessary. The learning pair or group
can write a story based on what they see, which may include creating dialogue
for characters on the screen.
Advantages:
- Memory: This activity challenges and potentially develops
learners’ memory skills.
- Creativity: Learners are creating stories and dialogue,
based on what they see and on what they would say in the situations.
- Flexibility: This activity can be usefully undertaken
in pairs, threes, fours, or larger groups. Televisions and VCRs are usually
available, whereas computers, for example, may not be.