Teaching is a strategic act of commitment.
-James Bellanca

The record line is usually a one-sentence synopsis of a movie or book that emphasizes major conflicts between characters in movie scripts. The record lines can possibly serve to stimulate the interest of the readers regarding the movies. The record line is an invisible component of films that can be incorporated into pedagogical activities worthy of digesting by innovative teachers. As perceived by the writer, register lines can be used specifically to integrate language skills such as vocabulary, grammar, reading, writing, and speaking. In the case of registration lines carrying picture signs, teachers can further incorporate the role of visualization skills.

This approach is explained through the use of a record line with illustrated examples designed to suit the target learners. They will be presented and administered in the following sequential components: title, genre, original record line text, and background information motivation to stimulate learners’ interest before they activate potential perceived tasks on vocabulary, grammar , reading, writing and oral expression.

Vocabulary covers understanding of terminology; the grammar activity focuses on the obvious grammatical rudiments that are perceived from the passage while the reading activities will reflect on the three dimensions of comprehensions. For writing, the focus will be on rewriting the record line through a short sentence or rephrasing using your own words, and conceptualizing likely headings and paragraph composition.

The oral elements highlight the oral performance by personalized understanding of the record line, judging the title, citing its film genre, naming conflicts to be supported by the context of the record line, and framing a possible appropriate title that blends with the story. log line g as an instructional springboard.

Skills Integration Application

A. Movie Title: The Godfather

b. Movie Genre: Action-Drama

against the logline:

“The aging patriarch of an organized crime dynasty transfers control of his clandestine empire to his reluctant son.”

d. Motivation by background information of the logline

my. vocabulary activities

The vocabularies:

(1) aging (2) clandestine (3) reluctant (4) patriarch (5) organized (6) dynasty (7) transfers (8) empire

1. What is the opposite of each word?

aging – clandestine – reluctant – loud

Options: daughter- young- visible- willing

2. Provide the synonyms of the given words. Choose from the options.

aging – clandestine – reluctant – patriarch – organized – dynasty – transfers – empire

Options: grow old – dominance – parent controlled – unwilling – rule transfers

3. Choose a word and create a hyponym for it.

transfer-your-crime

4. Choose a word and analyze its structures.

clandestine – reluctant – organized

5. Use a spider diagram to brainstorm words associated with a chosen word from the given vocabularies.

aging- clandestine- reluctant- patriarch- organized- dynasty- transfers- empire

F. grammar activities

grammar basics

The word order that can be noted is the word order of the adjective and the noun. The adjective occurs mainly before a noun.

1. Identify adjectives that modify nouns. Label the noun and adjectives.

aging patriarch – reluctant son – organized crimes

grammar basics

The prepositional phrase is made up of a preposition, a prepositional object that is a noun or a pronoun, or any modifier of the object. Thus, a prepositional phrase is sequentially composed of a preposition, the object with or without a modifier.

Prepositional phrases can function as adjective phrases or adverb phrases.

These types of sentences modify other words in a sentence.

Prepositional Phrases as Adjective Phrases:

The man behind the red curtain is his best friend. The prepositional phrase speaks of man.

The money in the steel drawer was stolen last night. The preposition sentence is related to money.

Both prepositional phrases act as adjectives, which is why they are considered adjective phrases.

Prepositional phrases as adverbial phrases:

The ball rolled down the stream. The prepositional phrase describes the rolled verb.

He responded during the stiff interview. The prepositional phrase describes the verb, she replied.

Both prepositional phrases function as adverbs, so they are called adverb phrases.

2. Identify the prepositional phrases on the record line and use these phrases in sentences.

3. Make two prepositional phrases that are used as an adverb phrase and as an adjective phrase. Your sentences should revolve around the context of the log lines.

grammar basics

The SVO-DO-IO forms the equation, subject + verb + direct object + indirect object. You can reverse the pattern in SV-IO-DO.

The subject can be the doer or the action or who is spoken of. The verb is either an action word or a stative verb. The direct object receives the state verb or the action verb. The indirect object answers the questions: to whom? or what? In a statement with direct or indirect objects. Both objects can exchange positions.

4. Build a sentence with SVO pattern, SV-IO-DO pattern, and SVO-IO pattern. The ideas to be expressed in the sentences should be based on the contexts of the record lines.

gram. reading activities

5. Reading comprehension

literal level:

What is the father going to transfer to his son?

Interpretive level:

Does the statement say that your child agrees immediately? Support your answer.

Evaluative level:

If you are the son, will you be able to accept it? Because?

H. writing activities

6. Rewrite the award using your own words. Use an active voice sentence structure.

7. Conceptualize a title with the context of the original title through the equation article+adjective+noun+prepositional phrase.

8. Expand your opinion on the registration line as a paragraph. Use expressions of opinion. Be able to incorporate a theme award, supporting details, and final award.

Yo. the activity of speaking

9. Express ideas orally by answering the following questions from the oral guide in complete sentences

What is the title of the movie? What is the genre of the movie? What conflict dominates in the registration line? Be able to support your answer in the context of the passage. If you had to change the title of the movie, what would it be?

How does this teaching style work? A language instructor chooses a registration line that is capable of promoting conceptualized activities for possible integration of skills outside of their structures and contexts. The teacher must frame these tasks in the decided components: vocabulary, grammar, reading and writing. Vocabulary tasks can focus on getting word meanings in any style that is unlocked. Grammar activities highlight grammatical rudiments that are observed in the text to be specifically determined and structured. The rules of evident varied linguistic approaches will mainly be used. The reading activities will produce questions constructed based on the three levels of comprehension: literal, interpretive and critical. This approach will also incorporate writing activities, such as rephrasing sentences using the students’ learned vocabulary. In addition, the use of the expressions required for the construction of sentences, the reconstruction of the base of the titles from a proposed equation, the elaboration of ideas through prescribed expressions of opinion and the integration of expressions to convey ideas when speaking through the guiding questions should be incorporated into the specified. learning components.

As a crucial element in using the record line, it is suggested that the mentor provide background on the film initially to enhance students’ prior knowledge by facilitating activities for independent and collaborative engagement.