Critical Review Of The Hunger Games

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Teaching films can be divided into two groups: viewing straight through and viewing in sections. For both techniques, there are again two ways of implementation. Firstly, the students can watch the film silently. Secondly, the students can watch the movie without the picture. (Roberts,2004)
During my school days, my teachers were very keen to show us a variety of films. In year 11, we worked with dystopian novels. One of them was “The Hunger Games“ by Suzanne Collins. First, we read the book, and for each chapter, we had to write a summary at home. After reading the book, we watched the complete film, which was released at that time, in sections. Before watching the film our pre-watching task was to reread the summaries, we had written before.
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At the end of this teaching sequence, I would go to the cinema together with my class to watch the film so that the students can view the movie straight through. This acts as a motivation which is significant in the process of learning a language.
The didactic principles for teaching the English language can also be adapted to the method of teaching with films. For my lesson, I would use the ‘learner-centredness’ (stage 1) firstly. It builds on the interests and abilities of the students. It promotes the autonomy of the learners and ensures a more motivated work attitude. (Haß, 2006)
Secondly, ‘authenticity’ (stage 4) allows students an authentic way of learning. This is achieved by the teacher's use of the English language, through authentic teaching materials, and by frequently using native speaker videos or recordings. (Böttger, 2010)
’Relevant’ and ‘meaningful’ (stage 4, 5, 6) lesson content encourages students to reflect on their actions and abilities, and then ensure meaningful discussion with possible problem-solving.(Hallet,
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The teacher must provide the students with linguistic input to promote language proficiency. (Haß, 2006) Annotated Bibliography
Cárnio, Maria, et al. “The role of phonological awareness in reading comprehension.“, Revista CEFAC, Sep. 2017.
The article “The role of phonological awareness in reading comprehension“ deals with the possible correlation between the reading comprehension and the phonological awareness of students with and without writing and reading disorders. 60 4th grade students, from two public elementary schools, with and without learning disorders participated in the study. The researchers tested all students individually about their reading abilities and their phonological awareness. The results reveal that those without any learning disabilities had a better test result in both fields than the students with learning disorders.
This article is relevant for my further studies since for example in America 42% of the 5.7 million students are dealing with learning disorders. This research could help teachers understanding the problems that students have while reading and they could adapt their teaching methods to them. (Morin,
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