Supported by: Government of Indonesia (GoI) and Islamic Development Bank (idb)

Level: 
High Elementary and Above 
Target 
language: 
Various.
 Functional language such as asking for permission, giving advice… 
 Greetings and requests. 
 Instructions. 
Preparation: 
1. You need a short piece of film in which there is a dialogue. 
2. Watch the piece of film beforehand and transcribe the dialogue. 
Procedure: 
1. Group the Ss in threes or fours. 
2. Give the learners the transcript with half the dialogue (one speaker) 
erased. 
3. Play a very short sequence with the sound off. (mute) 
4. Ask learners to construct the dialogue. 
5. Play the whole sequence while learners check whether they were right. 
6. Possibly, get learners to act out the dialogue. 

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5. Writing Activities 
Video can also be used to generate writing activities. In this section, I will illustrate two writing 
lessons using videos. The first one is producing commentary and the second is producing dialogue 
scripts. 
Topic: 
‘Every day drugs’: Alcohol 
Text: 
An extract from video clip about the problem of alcohol in society. 
Aims: 
To give students practice in: 
- making suggestions and responding to the suggestions of others 
- writing to inform 
- presenting a brief written statement orally 
Procedure: 1. Show a video, without soundtrack, in which the pictures illustrate the commentary. 
Ask students to make notes on the aspect of problems. 
2. Show the video for the second time to enable the students to amplify their notes. 
3. Ask students to work in group to write the commentary. Your instruction may look 
like this. 
“Write a commentary in small groups. Your commentary should include the 
following words: off-license, booze, housekeeping. You may check your dictionary 
to know the meaning of the words.
In your group, write a short commentary covering all the points that the group’s 
members have picked up from the pictures and include the three words above. 
The original commentary has seven words. Yours should not be longer than that.” 
You may show the video one more time. 
4. Collect the commentaries and check for any mistakes and awkwardness. Return the 
commentaries to your students. 
5. Ask the groups to record their commentaries along with the silent video. 
6. Show the results of the recordings to the whole class and ask their comments about 
the recorded commentaries. 
7. Show the original video with its soundtrack and ask students to compare with their 
own. 
(Adapted from LAPIS-ELTIS, 2008c) 
The following is the scenario for producing scripts.