Teaching Plan Comment
The German broadcasting stations Südwestdeutscher Rundfunk and Westdeutscher Rundfunk published a TV series for foreign language learners: Flirt English. The series is about two boys living in Cologne. They get to know two British girls who are on vacation in Germany. The TV series can be used in various ways in foreign language learning. First, I am discussing the advantages and disadvantages of the TV series. Secondly, I am going to present and evaluate Flirt English – The Game, i.e. a web game. Thirdly, I am going to discuss in which way the TV series can be used in the classroom referring to suggestions on the website. Finally, I will draw a conclusion and evaluate the whole teaching idea.
The TV series Flirt English
Working with the TV series might be motivating for pupils for several reasons. The medium film is probably interesting for pupils as it is also a medium they use in their free time (Leitzke-Ungerer 11). Additionally, pupils might identify themselves with the protagonists who are also teenagers having probably similar problems, wishes, etc. However, there could be a gender difference, i.e. boys might be interested to a lesser degree in topics like dating and first love. Another motivating aspect is certainly be the simple language which can easily be understood. It is also an advantage for weaker pupils that the protagonists do not exclusively speak English, but they speak English and German. On the one hand, this can be considered as an advantage; on the other hand, it can be regarded as a disadvantage since pupils are supposed to learn English. In my opinion, it is a positive aspect since young pupils can also watch the series although they would not be able to watch authentic films.
Flirt English - The Game
In addition to the TV series, a web game is offered by the two German broadcasting stations. It is convenient that pupils can directly access the web game without registration. Using the internet in order to learn a foreign language might also be a motivating factor for pupils. Furthermore, the website stands out due to a visually pleasing layout. Photos, symbols, and colors are used in that way that the whole website reminds me of a teen magazine. Additionally, short clips of the series are incorporated into the game. It is a huge advantage that theinstructions can easily be understood as the English sentences are not very complex. Pupils might also be interested in playing the game because of its competitive character. Users can collect stickers in a so-called “flirt book” and registered users can also save their scores in order to participate in a competition with other users. This reward system already reflects that the web game is based on a behaviorist learning approach.
The behaviorist approach has also a huge impact on the exercises the game offers. The users can find four types of exercises for each of the twelve episodes:
The behaviorist approach has also a huge impact on the exercises the game offers. The users can find four types of exercises for each of the twelve episodes:
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- The exercises “Watch and Match“ are composed of sentences which have to be completed. Doing these exercises, pupils can check if they have understood the gist of the episode and if they know specific lexical items.
- The exercises “Phrase Maze“ are a practice for using the correct word order. Pupils have to arrange sentence elements finding the correct order.
- The
exercises “At home with…“are based on gap texts. As regards content, the pupils are encouraged
to help one of the characters to communicate with another character via email,
text massages, or phone. Primarily, pupils are supposed to complete gaps by answering
vocabulary questions.
- The exercises „It’s your choice“ are multiple choice tests. Pupils can practice vocabulary and grammar structures.
The description of exercises shows that the games do not allow pupils to be creative. Rather, they have to do drill exercises which have to be repeated until all questions are answered correctly in order to do the next task.
Using the TV series in school
Nevertheless, the TV series can also be used within a cognitive and constructivist teaching approach. In addition to the web game, the two German broadcasting stations also offer teaching material which can be used in school. The webpage “Wissenspool Flirt English” contains the scenes of the different episodes and provides transcriptions and several worksheets for each episode.
This is a screenshot of the webpage "Wissenpool. Flirt English" (17 Dec. 2010).
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In contrast to
the exercises of the web game, the worksheets are not only composed of drill
exercises, but a huge variety of tasks is offered. Teachers can find pre-viewing,
while-viewing and also post-viewing tasks for each episode. The suggestions are
characterized by a methodological diversity: Pupils are supposed to do group
work, do work individually or to work in pairs. The tasks can be divided into
two groups, i.e. analytical tasks and creative tasks. For instance, pupils are
supposed to analyze pictures. They are also encouraged to take notes on character
files for each protagonist. This task can prepare pupils to write a
characterization. Other tasks appeal to the pupils’ creativity, for instance they
are supposed to write diary entries.
The authors of the webpage claim that the suggestions can be used for competence-orientated teaching (“Wissenspool”). It is stated that pupils can increase their communicative competences, i.e. writing, speaking, and listening (“Wissenspool“). Furthermore, the authors state that dealing with Flirt English enables pupils to increase their intercultural competences since they get an insight into another culture and are encouraged to reflect on cultural differences (“Wissenspool“). Learners can also acquire a higher degree of media competence, the teaching idea takes into account visual literacy (“Wissenspool“). It is also explicitly mentioned that pupils can practice grammar and lexical patterns in order to improve their English.
In my opinion, the authors’ claim is justified. The suggestions are fruitful within a competence-orientated approach as they not do merely rely on behaviorist approaches. Pupils have to use language actively and they have to reflect on cultural differences. Moreover, they are supposed to work creatively and analytically. For this reason, the learner is not only meant to reproduce linguistic patterns, but learners have to use their language knowledge in order to communicate.
As regards competence-orientated teaching, I’m convinced that the TV series can be used in particular for practicing “Sprachmittlung”.
(Note: I refuse to use the English word “mediation”. From my point of view, it is an inadequate translation because it is associated with the German word “Mediation”. According to Königs, the word “Mediation” should be avoided and the word “Sprachmittlung” should be preferred since “Mediation” is also used in the context of conflicts (286)).
Since the TV series is about two girls and two boys who have difficulties communicating with each other, exercises for “Sprachmittlung” can easily be created. For instance, one of the worksheets contains a task dealing with false friends entitled “Mistakes and misunderstandings”. Pupils are supposed to write down the words one of the protagonists has learnt, i.e. false friends like the German word “Handy” which has to be translated with the English word “mobile phone”. Such tasks dealing with lexical difficulties can be used as a preparation for “Sprachmittlung”. Tasks of a higher complexity should follow. For instance, pupils can be given a task referring to the scene which takes place in the disco. The pupils are allowed to watch the scene until the girls go to the toilet and back to their places; the teachers stops the film. Now, the pupils have to do a task for “Sprachmittlung”; the teacher has prepared a worksheet informing the pupils about the content of the conversation. The pupils have to express in English what one of the boys says in German.
The authors of the webpage claim that the suggestions can be used for competence-orientated teaching (“Wissenspool”). It is stated that pupils can increase their communicative competences, i.e. writing, speaking, and listening (“Wissenspool“). Furthermore, the authors state that dealing with Flirt English enables pupils to increase their intercultural competences since they get an insight into another culture and are encouraged to reflect on cultural differences (“Wissenspool“). Learners can also acquire a higher degree of media competence, the teaching idea takes into account visual literacy (“Wissenspool“). It is also explicitly mentioned that pupils can practice grammar and lexical patterns in order to improve their English.
In my opinion, the authors’ claim is justified. The suggestions are fruitful within a competence-orientated approach as they not do merely rely on behaviorist approaches. Pupils have to use language actively and they have to reflect on cultural differences. Moreover, they are supposed to work creatively and analytically. For this reason, the learner is not only meant to reproduce linguistic patterns, but learners have to use their language knowledge in order to communicate.
As regards competence-orientated teaching, I’m convinced that the TV series can be used in particular for practicing “Sprachmittlung”.
(Note: I refuse to use the English word “mediation”. From my point of view, it is an inadequate translation because it is associated with the German word “Mediation”. According to Königs, the word “Mediation” should be avoided and the word “Sprachmittlung” should be preferred since “Mediation” is also used in the context of conflicts (286)).
Since the TV series is about two girls and two boys who have difficulties communicating with each other, exercises for “Sprachmittlung” can easily be created. For instance, one of the worksheets contains a task dealing with false friends entitled “Mistakes and misunderstandings”. Pupils are supposed to write down the words one of the protagonists has learnt, i.e. false friends like the German word “Handy” which has to be translated with the English word “mobile phone”. Such tasks dealing with lexical difficulties can be used as a preparation for “Sprachmittlung”. Tasks of a higher complexity should follow. For instance, pupils can be given a task referring to the scene which takes place in the disco. The pupils are allowed to watch the scene until the girls go to the toilet and back to their places; the teachers stops the film. Now, the pupils have to do a task for “Sprachmittlung”; the teacher has prepared a worksheet informing the pupils about the content of the conversation. The pupils have to express in English what one of the boys says in German.
Conclusion
In my opinion, the content of the TV series can be interesting for pupils as it refers to the pupils’ life. Pupils might identify themselves with the protagonists of the TV series. Due to the content and the simple language, the TV series can be used in year 6 or 7. The suggestions on the webpage „Wissenspool Flirt English“ can be used effectively within a competence-orientated teaching approach. In particular, exercises for “Sprachmittlung” can be done while dealing with the series. From my point of view, the learning effects of doing the web game are lower. However, the web game can be used additionally. For instance, pupils can be advised to do these exercises in order to practice vocabulary and grammar structures.
Bibliography
“Flirt English – The Game.” Planet Schule. Westdeutscher Rundfunk Köln. 2008. Web. 17 Dec. 2011. URL: http://www.planet-schule.de/flirt-english/.
Königs, Frank G. „Sprachmittlung.“ In: Carola Surkamp (ed.). Metzler Lexikon Fremdsprachendidaktik. Ansätze – Methoden – Grundbegriffe. Stuttgart und Weimar: J.B. Metzler 2010. 285-287.
Leitzke-Ungerer, Eva. „Film im Fremdsprachenunterricht. Herausforderungen, Chance, Ziele.“ Leitzke-Ungerer, Eva (ed.). Film im Fremdsprachenunterricht. Literarische Stoffe, interkulturelle Ziele, mediale Wirkung. Stuttgart: Ibidem 2009. 11-32.
„Sprachmittlung schulen mit ‚Flirt English‘“. Virtuelles Zentrum für Lehrerbildung. Material. 1 Sep. 2010. PDF. 17 Dec. 2011.
„Wissenspool Flirt English“. Planet Schule. Westdeutscher Rundfunk Köln. 2008. Web. 17 Dec. 2011. URL: http://www.planet-schule.de/wissenspool/flirt-english/inhalt/unterricht.html.
Königs, Frank G. „Sprachmittlung.“ In: Carola Surkamp (ed.). Metzler Lexikon Fremdsprachendidaktik. Ansätze – Methoden – Grundbegriffe. Stuttgart und Weimar: J.B. Metzler 2010. 285-287.
Leitzke-Ungerer, Eva. „Film im Fremdsprachenunterricht. Herausforderungen, Chance, Ziele.“ Leitzke-Ungerer, Eva (ed.). Film im Fremdsprachenunterricht. Literarische Stoffe, interkulturelle Ziele, mediale Wirkung. Stuttgart: Ibidem 2009. 11-32.
„Sprachmittlung schulen mit ‚Flirt English‘“. Virtuelles Zentrum für Lehrerbildung. Material. 1 Sep. 2010. PDF. 17 Dec. 2011.
„Wissenspool Flirt English“. Planet Schule. Westdeutscher Rundfunk Köln. 2008. Web. 17 Dec. 2011. URL: http://www.planet-schule.de/wissenspool/flirt-english/inhalt/unterricht.html.