When teaching world languages, choosing the right language level for a film should be based on two factors: content and how you use subtitles. If the film is more adult in content, you might want to limit its use to advanced levels. Good sense should prevail and teachers should be sensitive and careful to observe district policies regarding film content for the classroom.

FilmArobics helps students build on existing language basics and perfect their language skills while enjoying their learning journey. To use the resources most effectively, it helps if students have basic understanding of the language already.

Subtitles draw the viewer’s eye to the text and, as a result, the viewers become lazy listeners. For advanced classes, we recommend removing subtitles for both viewings. For lower levels, allow students to see the subtitles during one screening. 

For high school students in their fourth year of language learning and beyond (intermediate or beyond at the college level), remove subtitles during both screenings. Students do not need to understand every word to comprehend the film. FilmArobics resources are based on what student sees as well as what they hear so every student can be successful in answering questions.

First and second-year students may need to see subtitles during one of the two screenings and there are two ways of handling this. You may show the segment to students with the subtitles removed the first time. Then they must work to decipher the text. Then the second time through, show the film with the subtitles exposed so that they can pick up what they missed the first time around.

The second method is just the opposite. Allow students to see the segment with subtitles exposed for the first time so that comprehension is established. The second time through, remove the subtitles so that students listen for language. We feel that the first method challenges students more, but you must choose what is best for your group.

We recommend starting each lesson with a comprehension exercise. Select one from a choice of two to fit the level of your students (an ordering activity, a question/answer exercise or in some cases as true/false exercise). Distribute the questions to students. Ask them to read the questions and then put their papers face down. They should not fill out answers while they are watching and listening or they will miss parts of the film when they are writing. Once the 10 to 15 minute segment is viewed, ask students to turn over their papers and answer the questions. They then repeat this: turn over the papers a second time, view the segment, and then answer the remaining questions. The first time, students are getting to know the characters and action. During the second screening, they truly begin listening for language.

For most of our communicative activities, students will need time to develop, share and process ideas in the target language within the safety of a small group. When the teacher brings the class back to the large group for processing, students will feel more comfortable sharing what their group has produced (as they have practiced in small groups already) and are more interested in hearing what other groups have to say.

These lesson plans can be used for multiple levels in the same classroom, but you need to tailor the activities to the learner. The more advanced the level, the more you can expect from the student in terms of language production. So much is communicated visually through films that all students can be successful.

If you feel the language in the film is simple enough, remove the subtitles both times. If the language in the film is more difficult, allow students to see subtitles for one screening. Just remember that your students are capable of functioning in the language more than they think they can. Don't underestimate their ability. Within a few lessons, they will come to realize that they don't need those subtitles.

Since most teacher resource books have approximately nine lessons, we suggest doing our lesson plans one day per week. Some teachers like to show a movie on Mondays. This way, students either don't have homework over the weekend or the homework assigned isn't necessarily due until Tuesday. If the entire lesson is not completed in one period, teachers can pick up and re-enter some of the communicative activities on subsequent days.

Students have been known to beg and plead to see the entire film all at once. They get so involved they are unwilling to wait. Don't give in. They will remember the film from week to week, and this gives them something to look forward to. Students will consider "movie day" a day off from work but of course, they are working on all the important language skills--listening, reading, speaking and writing. 

Ask your students to research various aspects of the film under study via the Internet. Many websites provide plot summaries and reviews of interest. Some sites have interesting historical and cultural information and songs that are also connected to certain films.

FilmArobics offers several animated films and the language is generally accessible to beginning language students. Since most students are already familiar with the films, basic comprehension is not an issue. Students can truly concentrate on language. Although animated films are normally not culturally authentic, the language is 100% authentic and enables beginning learners to take advantage of the power of film.

Downloadable versions of our material would be much easier, unfortunately, it also makes the resources very easy to illegally distribute. It is for this reason we have chosen to provide the resources in print form. Our authors are all teachers and we have a strong commitment to protecting their work and intellectual property.

You have permission to duplicate any student activity sheets for your students. Duplication of teacher lessons and explanations is a violation of copyright.

Yes, we send you the film in DVD format along with the printed materials so you have everything you need to get started.

FilmArobics activities were designed to address all learning styles and levels. They meet the 5Cs as well—Communication, Cultures, Connections, Comparisons and Communities. There is something for everyone. 

You can use the same film (content allowing) for advanced as well as lower levels. What changes are your expectations around how much and to what degree the students produce the language. 

There are more than enough activities in the packets so that you can pick and choose what is of interest to you and your students. 

You can also integrate grammar units you are working on into your lessons. For example, ask students to write about or relate what they saw using the past and imperfect tenses. Or propose some "if" statements that they have to complete using the correct tense. Shape these teaching materials to fit your teaching style and your students. With FilmArobics lesson plans, you don't have to start from scratch. The possibilities are endless.