Film Dubbing: a Flexible Integrated Skills Task

A context or topic that is relevant and interesting for the students is one of the main factors that helps to make language learning tasks successful and memorable. Flexibility is another ingredient: if tasks are flexible, the students will be able to work at their own performance level while working on the same goal. This is especially important in mixed-ability groups or teams within a group, but it also holds true for other more homogeneous settings where each student may need more work on different areas and skills at a given time. Finally, flexible tasks carried out in engaging contexts result in student ownership. When students manage to create something that is unique by making the necessary connections, linguistic and non-linguistic alike, learning naturally results.

There are probably many other elements that help to make tasks and lessons successful and meaningful, but over the years I’ve found these three elements to be decisive. This doesn’t mean that we shouldn’t expose our students to topics they are not interested in or less flexible tasks such as having them practise a particular structure; however, trying to twist the dullest of content or routine practice (see also: “coursebook”) to include at least some of these characteristics often pays off.

A flexible task that I like doing with my teenage students is film dubbing. At its very simplest, the students are shown a clip from a film again and again with no sound until they can write a script and read it as they synchronise with the actors in the scene. Clips from classical or popular films work best as the motivation to deconstruct the whole thing will be higher (I’ve used clips from “Casablanca”, “Gone with the Wind”, “The Goonies”, “Braveheart” or even “Rambo”!) and its YouTube channel has tons of clips to choose from. The students first identify the number of people participating in the dialogue and the length of each contribution, then they brainstorm ideas in their teams or in pairs, and finally write the script down. Apart from language accuracy, the students will be manipulating the language so that it fits each contribution, they will be making decisions regarding register, and they will be practising pronunciation skills such as intonation.

As the students make the scene their own, in a flexible setting and with a topic of their choice, the students analyse the language by comparing how they thought something should be said and how it is actually said, or simply by becoming aware of language gaps and making up for them. Again, this is a highly personal process but in this case within a context that is engaging enough for language needs to become personally salient and, therefore, more likely to be acquired. And once the clips are shared with the rest of the class, a good amount of language will come into play and a great opportunity to focus on specific language items through mini-lessons based on the students’ production.

I’ve always kept it low-tech, but this activity can get as simple or technologically complex as you want, and you may even want to consider recording the dialogues and adding them to each clip using software such as Movie Maker — even special effects! Would you give it a go? Have you tried anything similar?

Mariners Ahoy! — “The Rime of the Ancient Mariner”

Last week I worked on an extract from “The Rime of the Ancient Mariner” by Samuel Taylor Coleridge with two B2-C1 groups of students. These students are required to work with authentic literary texts as part of the official curriculum.


I first wanted them to get an idea of what the whole poem is about, so I decided to use Iron Maiden’s version of the song with lyrics and the following pictures from Gustave Doré to have the students become familiar with the plot and put the pictures in the right order to check understanding. The song is rather long, and I used the intervals to write the main ideas on the board with the students, but it certainly served its purpose and raised the students’ interest as well! (Iron Maiden? Poetry? Romanticism? Heavy metal? The supernatural?)


Once we checked the order of the pictures and were able to summarise the plot, I told them we’d be focusing on some of the most famous lines of the poem, the moment when the albatross is killed by the mariner. To get the students ready for the text, we worked on a number of sea-related words, all of which will appear later in the text. The students made connections between the words they were already familiar with and others that were new to them, and used the picture to help them to explain the meaning of some of them.



We then worked on pronunciation: the students classified several words from the poem according to their last vowel sounds. I wanted the students to be able to work out the meaning of some of the more literary words after reading, so we didn’t work on meaning at this point (although it’d be a good option with other groups so they can deal with the text more easily.)



What I did do was to provide these words and a few TRUE/FALSE sentences before reading so as to set a purpose for reading and have them make predictions. The students were also asked to complete the gaps with the rhyming words they had classified in the previous activity as they read. We worked on the first three stanzas together, and then they worked in their teams. We even practised connected speech after checking the rhyming words and the comprehension activities by reading the poem as a whole group!




The Rime of the Ancient Mariner.pdf


Finally, each team wrote three short “Rimes of the Modern Mariner” using three lines from the extract. We first brainstormed a few ideas that each of the lines could suggest:

“Day after day, day after day…”
Your experience at school.
You are fed up with having to wait for the bus for too long.
You are a viewer sick of football matches.

“Water, water, everywhere”
You are on a cruise in the Caribbean/Mediterranean.
It is the first time you see the sea.
You are at a water park enjoying a summer day.

“All in a hot and copper sky”
You are on a trip in the desert.
You are lying on the beach in a holiday resort.
You are trying to get some ice cream, but you can’t find any shop.

And after that, the students wrote some amusing poems that we shared and proofread as a whole group:

Day after day, day after day,
We have to wake up at eight.
School we must attend,
if we want good food on our plate.

All in a hot and copper sky,
I’m going to have fun.
I’m on the beach, eating a peach,
and very relaxed in the sun.

No matter how many times you’ve read it, The Rime of the Ancient Mariner still retains its hypnotic power.

Carol Rumens, The Guardian 2009


All other images by Gustave Doré, Public Domain

Working On Connected Speech: The Fresh Prince

The theme song from “The Fresh Prince of Bel Air” is used here to help the students recognise and practise the various features of connected speech which make the stress pattern and rhythm of English so distinctive. Making the students aware of these differences and providing opportunities to work on them allows them to improve their listening and speaking skills and hopefully contribute to make their pronunciation even more intelligible to both native and non-native speakers.

In this activity, the students first watch the show’s introduction with no sound and take turns telling what they think the first-person story is about based on the images. Then they compare their predictions with the actual story once the lyrics are handed out. This is also a good time to play the video with sound once again and introduce new vocabulary.


Focus on sentence stress, read the first few lines and model the differences in prominence between stressed and unstressed syllables.


The students practise the lines chorally and slowly at first, tapping the beat of the song as they sing and gradually reading and singing it faster and faster. As new lines are added to the choral reading/singing, introduce new features of connected speech as needed: elision (losing sounds), linking (adding or joining sounds between words) or assimilation (changing sounds). For instance, most students will struggle with the line “I’ll tell you how I became the prince of a town called Bel Air” unless they have worked on linking and elision first.

The group follows the same procedure with the rest of the song, playing it every now and then while checking their progress and areas that may need improving. The following audio file belongs to one of those progress checks in the middle of the lesson:

At the end, the students may be asked to think of possible implications this activity might have on everyday speech, how it could help them improve their speaking and listening skills, and share their ideas with the rest of the class. And now that they are familiar with the lyrics, you can’t miss this video in which “The Fresh Prince of Bel Air” is run through Google Translate 64 times with the inevitable hilarious consequences (and a couple of subliminal lessons that any language teacher will relish!)

Fresh Prince by Rebirth Cycle, on Flickr

Fresh Prince” (CC BY-NC-ND 2.0) by Rebirth Cycle

Greg is grateful for those great green Greek grapes.

Tongue twisters are a great way to practise pronunciation, getting students familiar with the production of individual sounds (especially those that are different from their L1) and allowing them to analyse the stress pattern characteristic of the English language. And students like them! Prepositions used after adjectives, in contrast, are all too often problematic as learners lack clear guidelines or generalisations that can be drawn, and interferences with their mother tongue usually cause problems in the process of grasping these combinations. In the following activity, both tongue twisters and prepositions used after adjectives have been combined with the hope of helping students find those combinations meaningful through memorable tongue twisters created by the students themselves. Students are expected to have worked with adjectives followed by prepositions before.

The activity works best with alliterative tongue twisters, such as the following:

Peter Piper picked a peck of pickled peppers.

Betty Botter had some butter,“but,” she said, “this butter’s bitter.”

I thought I thought of thinking of thanking you.

After eliciting that these tongue twisters share the characteristic of starting with the same sound for most of the words, students are divided into teams and given a number of cards for them to write their own tongue twisters. The only words provided are, in fact, adjectives that start with the same sound, and it is with this sound that they will be writing the rest of the tongue twister to the extent possible.


Teams first try to write their tongue twisters including nouns, a verb, one of the adjectives followed by the appropriate preposition, and any other words focusing mainly on nouns at this stage. Teams then swap cards and try to make the tongue twisters even more elaborate by inserting adjectives starting with the same sound. You may even want to have a third team look at the cards for more ideas. The cards are then given back to the original team so that they can revise them and edit them.

Theodore Thatcher was thankful for throwing things through the thick thatched roof.

Greg is grateful for those great green Greek grapes.

Frederick Freud was frightened of flying with friendly friends and fast food fries.

Jackie and Jeremy were just jealous of Jamie for jumping like Johnny and Jenny on Jonas’ jacket.

Sue’s son seemed suspicious of suddenly stealing several silver scissors from Samuel’s surgeon.

Raul was responsible for rescuing Roberta from a really risky river.

The end result of this collaborative writing process is finally shared with the rest of the class, either orally, or writing the tongue twisters up on the board, or typing them to be projected. Notice that the preposition followed by the adjective will stand out in most cases as they do not usually start with the same sound. A perfect time to draw their attention to these combinations and practise their own tongue twisters outloud, modelling individual sounds and stress patterns as needed. I have found many students refer back to this activity when adjectives with prepositions are used in a lesson, so they should be on the right track!