Les­son plan post

III POST

1. „Find some­bo­dy“ Ac­tivi­ty (see works­heet AB6 below): Die S lesen zu­nächst AB und er­gän­zen zwei Fra­gen. Dann be­ge­ben sie sich auf die Suche und ma­chen ent­spre­chen­de No­ti­zen.

 

AB6 Find some­bo­dy who…

1. … who iden­ti­fies with one of the male cha­rac­ters. (name, with whom and why)
2. … who iden­ti­fies with one of the fe­ma­le cha­rac­ters. (name, with whom and why)
3. … who des­pi­ses one of the fe­ma­le cha­rac­ters. (name, who and why)
4. … who des­pi­ses one of the male cha­rac­ters. (name, who and why)
5. … who hates the movie al­to­ge­ther. (name, why)
6. … who just loves the movie. (name, why)
7. ….who has some sug­ges­ti­ons for im­pro­ve­ment. (name, what)
8. … who has a fa­vou­rite scene. (name, which, why)
9. … who can give you a quote from the movie. (name, quote, con­text)
10. … who me­mo­ri­zes all the three phra­ses from the while view­ing ac­tivi­ty. (name, phra­ses)
11. … who ….
12. … who ….

(op­tio­na­ler An­schluss: Write a diary entry of one of the cha­rac­ters bzw. vi­deo­blog)

 

2. What as­pect about the movie is re­mar­ka­ble to you?
3. What is the main mes­sa­ge of the film?
4. Com­pa­ri­son with Ger­ma­ny/ your own ex­pe­ri­ence?
   mul­ti­cul­tu­ral so­cie­ties – curse or bles­sing (USA – Eu­ro­pe)
   (even­tu­ell Re­de­mit­tel Opi­ni­on zur Ver­fü­gung stel­len; Aus­wer­tung auch als De­ba­te mög­lich)
5. Com­pa­re film re­views : Vor­aus­set­zung: 2 ver­schie­de­ne Re­zen­sio­nen
   AA(EA): jeder S be­kommt eine Re­view und trägt fol­gen­de As­pek­te in eine Ta­bel­le ein: title - where did it ap­pe­ar? – images in­clu­ded? – what fea­tures of the film are dis­cus­sed? – what fea­tures does the re­view­er (dis)like? – does the re­view­er re­com­mend see­ing the movie? What star ra­ting, if any, does the re­view­er give? – sum­ma­ri­ze the re­view­er’s opi­ni­on
   AA(PA): Zwei SuS ver­glei­chen ihre Ergb­nis­se
   Im An­schluss kann man die ty­pi­sche Auf­bau­wei­se einer Re­view her­aus­ar­bei­ten, z.B. title, main ac­tors, di­rec­tor, screen­play, main cha­rac­ters, set­ting, topic, per­so­nal opi­ni­on of ac­tors and ac­ting, per­so­nal re­com­men­da­ti­on, per­so­nal star ra­ting)
6. Write a film re­view (see AB7 below)
   
   (je nach Klas­se kann man vor­her auch ein ak­tu­el­les Mus­ter-Bei­spiel ge­mein­sam ana­ly­sie­ren, zu fin­den z.B. auf http://​mo­vies.​ny­ti­mes.​com/​ref/​mo­vies/​re­views/​index.​html , vgl. auch Vor­ge­hens­wei­se unter e))

AB7 How to write a film re­view

 

1. Title : You need to think of an ima­gi­na­ti­ve title. For in­stan­ce, if I was wri­ting a re­view of the new Star Wars film, per­haps a good title could be, ‘Love and War amongst the Stars’. This title gives a very brief idea of the na­tu­re of the film and pro­vi­des a star­ting point for the re­a­der to focus on. The title might also give an in­di­ca­ti­on of whe­ther the rest of your re­view will be po­si­ti­ve or ne­ga­ti­ve (sug­gesting if you liked it or not).
2. In­tro­duc­tion : You can start off with in­for­ma­ti­on about the film (e.g. bi­blio­gra­phi­cal data, fi­nan­ci­al as­pects, awards etc.) and/or the di­rec­tor (e.g. awards, for­mer mo­vies, his in­ten­ti­on and mes­sa­ge). Also quo­tes and/or an­ec­do­tes may catch the re­a­der’s at­ten­ti­on. Don't for­get to clas­si­fy the genre and name the topic...​It might also be a good idea to place the movie into its cul­tu­ral con­text.
3. Syn­op­sis : Pro­vi­de a brief sum­ma­ry of the film. Make sure that your sum­ma­ry makes sense to a re­a­der who does not know the movie. Do not refer to spe­ci­fic sce­nes.
4. Pre­sent the main actor(s) and their cha­rac­ter(s) and say so­me­thing about their per­for­mance. Did you like the cha­rac­ters? Did the ac­tors play them well? What was it about their por­tra­y­al that you liked or didn’t like? Will cer­tain au­di­ence mem­bers (not) be able to like, re­la­te to and iden­ti­fy with cer­tain cha­rac­ters? How and why?
5. State your opi­ni­on of the movie and give re­a­sons for it. What are its strengths and weak­nes­ses?  Why? Sup­port your opi­ni­on with spe­ci­fic sce­nes. Use de­scrip­ti­ve words, think about the story, set­ting, ca­me­ra work, ef­fects used, music used etc.
6. Re­la­te the film to other (well-known) ex­am­ples of its genre (thril­ler, come­dy, drama etc.) and/or theme. What is uni­que about your film? In which re­spect is your film dif­fe­rent, su­pe­ri­or/in­fe­ri­or? (à "Bow­ling for Co­lum­bi­ne" e.g.)
7. Con­clu­si­on : Final ge­ne­ral com­ments that sum­ma­ri­ze your view of the film; you may want to say so­me­thing in­s­pi­ring to get the re­a­der to want to go out and see the film or you might say so­me­thing that would want them not to go and see it. Take care that your final jud­ge­ment is lo­gi­cal­ly de­ve­l­o­ped from what you have writ­ten be­fo­re.
8. Star Ra­ting : Give it a star ra­ting out of 5 to in­di­ca­te your ra­ting for it

 

Com­mon words and phra­ses used in film re­views that you might want to use in your own re­views;
spec­ta­cu­lar vi­su­al ef­fects, ex­ces­si­ve vio­lence, bre­a­thta­king, evo­ca­ti­ve, mood, at­mo­s­phe­re, po­or­ly, un­suc­cess­ful, de­tail, sce­ne­ry, ir­re­sis­ti­ble, per­fect, mo­ments, plot, this movie has been com­pa­red to..., won­der­ful, hil­arious, mo­men­tum, un­ex­pec­ted plot twists, un­be­lieva­ble, pheno­me­nal, hype, sus­pen­se, disap­poin­ting, con­fu­si­on/con­fu­sed, fake, imi­ta­ti­on, genre, un­ori­gi­nal, ty­pi­cal, thril­led, was a very mo­ving por­tra­y­al, qua­li­ty of the film, I was im­pres­sed by, credi­b­le, cliché, a mix­tu­re of, clas­sic, cap­ti­vat­ing

(zu­sätz­lich könn­te man auch fol­gen­des AB8 lan­gua­ge sup­port film re­view aus­tei­len
(Cor­nel­sen http://​www.​cor­nel­sen.​de/​six­cms/​media.​php/​8/​WS_​19_​21_​Crash.​pdf?​sit­eID=CV002 )

 

(wei­te­rer lan­gua­ge sup­port auch unter Wolf Lie­belt: The Lan­gua­ge of Film:
http://​www.​nibis.​de/​nli1/​bibl/​pdf/​tfm06.​pdf )

 

 

AP­PEN­DIX

Foot­no­te 1 (works­heet for group 3 of WHILE Ac­tivi­ty)

AB Tal­king about Music

• The music crea­tes / evo­kes the im­pres­si­on of …
• The music re­sem­bles …
• The at­mo­s­phe­re crea­ted by the music can be de­scri­bed as quiet/ ex­cit­ing / re­la­xing / en­er­ge­tic/ pes­si­mis­tic/ op­ti­mis­tic
• When I hear the music I see images of … in my mind.
• The mood is ag­gres­si­ve, bit­ter, sad, me­lan­cho­lic, re­la­xing, mo­ving, cal­ming, soot­hing, ro­man­tic, joy­ful
• The spea­ker has a deep/husky/high-pit­ched/plea­sant voice
• There is a sim­ple/catchy/plea­sant me­lo­dy, the cho­rus/re­frain is re­pea­ted, the rhythm is sim­ple, com­pli­ca­ted, etc.
• The music con­veys a sad/happy/me­lan­ch­oly at­mo­s­phe­re
• The music un­der­li­nes a mood/evo­kes fee­lings/shows a cha­rac­ter’s emo­ti­ons/con­nects sce­nes
• The music and the ly­rics sup­port the plot.
  
  
• Wolf Lie­belt: The Lan­gua­ge of Film: http://​www.​nibis.​de/​nli1/​bibl/​pdf/​tfm06.​pdf

 

 

Foot­no­te 2 (works­heet POST AC­TIVI­TY emo­ti­ons)

AB Tal­king about emo­ti­ons

• an­noy­ed: "I'm very an­noy­ed with her. She hasn't re­tur­ned my CD."
• ap­pal­led = very sho­cked: "They were ap­pal­led to hear that she had to die."
• app­re­hen­si­ve = slight­ly worried: "I felt a litt­le app­re­hen­si­ve be­fo­re the test."
• as­ha­med : "How could you do such a thing? You should be as­ha­med of yours­elf!"
• be­tray­ed = when so­meo­ne breaks the trust you have in them: "He be­tray­ed me by tel­ling my se­cret to ever­yo­ne."
• con­fu­sed : "I'm sorry I for­got your bir­th­day – I was con­fu­sed about the dates."
• con­fi­dent = sure of your abili­ties: "I'm con­fi­dent that we can find a so­lu­ti­on to this pro­blem."
• chea­ted = when you don't get so­me­thing that you think you de­ser­ve: "Of cour­se I feel chea­ted – I should have won that com­pe­ti­ti­on."
• de­pres­sed = very sad: "After he fai­led his Eng­lish exam, he was de­pres­sed for a week."
• ec­sta­tic = ex­tre­me­ly happy: "When he asked her to marry him she was ec­sta­tic."
• en­vious = when you want so­me­thing that so­meo­ne else has: "I'm very en­vious of her hap­pi­ness – I wish I was happy too."
• em­bar­ras­sed = slight­ly as­ha­med: "I felt so em­bar­ras­sed that I tur­ned red."
• fu­rious =very angry: "I was fu­rious with him for brea­king my fa­vou­rite vase."
• frigh­te­ned: "As a child she was frigh­te­ned of the dark."
• hor­ri­fied = very sho­cked: "I'm hor­ri­fied by the amount of vio­lence on te­le­vi­si­on today."
• ir­ri­ta­ted = an­noy­ed: "I get so ir­ri­ta­ted when he chan­ges plans wi­thout as­king me first."
• let down = disap­poin­ted: "When you didn't turn up to the mee­ting, I felt re­al­ly let down."
• overw­hel­med = so much emo­ti­on that you don't know what to say or do: "I was overw­hel­med by the offer of pro­mo­ti­on at work."
• re­la­xed: "I was com­ple­te­ly re­la­xed after I came back from ho­li­day."
• re­luc­tant = when you don't want to do so­me­thing: "I'm re­luc­tant to buy a new car – the one we have is fine."
• sca­red = frigh­te­ned: "Are you sca­red of heights?"
• stres­sed = being worried or an­xious about so­me­thing so you can't relax: "I feel re­al­ly stres­sed at school – I need a break."
• ter­ri­fic = fan­tas­tic: "I feel ter­ri­fic today!"
• ter­ri­fied = very sca­red: "She's ter­ri­fied of spi­ders."
• tense = not re­la­xed: "You look a bit tense. Did you have a bad day?"

 

 

Ar­beits­blatt Fea­ture Film CRASH – A CLASH OF RACES:
Her­un­ter­la­den [doc] [25 KB]