Informazioni aggiuntive

• Name: Sottotitolare un film

• Linguistic dimension

• CEFR Level: B2
• Linguistic dimension - Skill(s): scrivere
• Duration: 135 minuti
• Target language: inglese o qualsiasi altra lingua

• ICT dimension

• ICT resources:

  Connessione Internet; accesso a Internet, PC, proiettore

  • Programma di sottotitolaggio es.

  Movie Maker – http://windows-movie-maker.en.softonic.com/download

  iMovie – http://www.wondershare.net/

  YouTube editor – http://www.iskysoft.us/download.html

  • Dizionari es.

  http://dictionary.cambridge.org/

  http://dictionary.reference.com/

  http://www.merriam-webster.com/

  http://www.oxforddictionaries.com/

  • Piattaforme di condivisione es.

  https://padlet.com/

  https://www.facebook.com/

  https://www.youtube.com/

  • Opzioni per possibili film es.

  https://en.wikipedia.org/wiki/La_Linea_%28TV_series%29

  https://www.youtube.com/results?search_query=silent+movie

• ICT competences: • Cercare su internet programmi per il sottotitolaggio, prima della lezione controllare le opzioni con l’amministratore del sistema • Scaricare un film/ video clip /etc. da Internet • o: registrar un film con uno smartphone o videocamera • usare un dizionario online • usare un programma di sottotitolaggio • pubblicare un filmato su una piattaforma di condivisione • presentare un filmato con sottotitoli con pc, proiettore o LIM

• Detailed description of the task

• Situation / theme(s): sottotitolare un film
• I can...:

  Sono in grado di

  • scrivere testi chiari, dettagliati sui miei interessi
  • comprendere testi (letterari) in prosa.
  • Presentare descrizioni chiare e dettagliate su numerosi argomenti collegati a un campo di interesse
  • Esporre un punto di vista
  • Comprendere e seguire testi complessi
• Product: sottotitoli per un film, video ecc.
• Product requirements or prerequisites:

  Gli student devono • Sapere come usare un software per il sottotitolaggio • Usare termini adeguati per I sottotitoli • Inserire i sottotitoli adeguati ai segmenti di film, video clip, etc. • Rivedere il proprio prodotto e renderlo adeguato

• Division of roles (optional): for the group work certain tasks can be given to the group members language guard (who minds that the group members speak in the FL word finder (who looks up terms and phrases in a dictionary) secretary (who notes down the subtitles) producer (who fills in the final subtitles)
• Consolidating activities suggested or follow up plan:

  • comment on how their group coped and how the members fulfilled their tasks

  • collecting criteria of what to consider when subtitling

  • discussing the products and the experience of students

  • evaluating the method of subtitling

• Success factors or evaluation criteria:

  • students

    • learn how to do subtitling

    • get a meaning to a film or clip and learn to interpret visual material

    • understand the essentials of subtitling

    • evaluate the products (their own and of other groups

    • if they are very good: try to interpret the final products

• Authors: Ilona Fried, Ch. Doil-Hartmann
• Acknowledgements: this example is based on a proposal by Roland Buehs

• Didactic added value of the task and other information

• Practical hints for teachers:

  before asking the students to apply a subtitle programme try it out yourself

  make sure that all groups have an internet connection to get access

  support and corrections will take some time, so consider enough time for the subtitling

• Additional methodological or didactic comments:

  students should

  • not choose long visual material

  • not choose pictures that go too fast

  • find visual material which is easy to find subtitles for

  • work together in groups

  • all be given specific tasks in their groups 

• Reasons why this task is a model of best practices:

  • finding visual material on the internet is interesting

  • working in a group enriches their word power

  • creating subtitles to a film, video or other leads to an exchange of ideas and eventually to compromises

  • each group member can contribute to the product according to their language level and skills

• Impact that it is expected to have on the teaching practices and attitudes:

  Using the internet and a subtitle programme might motivate teachers and students to use this device further on.

  The application of words might enrich the word power of the students

• Reasons why this task travels well:

  This task can be used in any class with any topic of interest. It fits well into any curriculum.

• Rationale and/or theoretical underpinnings of the task: The competences of writing are in the focus, as are media competences and the consideration of the CEFR