User Guide

Technical support

Should you have any operational difficulties in using or installing this interactive DVD, please call the Channel 4 Learning Technical helpline on the exclusive number 0870 900 8900. It is open on all working weekdays from 9.00am to 5.00pm.

Alternatively emails can be sent to:

[e-mail]

These will be answered within two hours of receipt when they are sent during working hours.

© 4 Ventures Limited 2006

IPC number 400885

en español

Secondary Spanish

User Guide

extr@ is a Double Exposure Production for Channel 4 Television Corporation

Producer and writer:

Louise Clover

Director:

Peter Eyre

Executive producer:

Andrew Bethell

Starring:

Celia Meiras as Ana

Vanessa Otero as Lola

Javier Marzan as Pablo

Lawrence Ray as Sam

en español

Contents

¡Bienvenidos a ... extr@!										02
Meet the stars										04
Topic chart										06
Making the most of extr@ in the classroom										10
How the DVD works										14
Other extr@ resources										18
Case study										19
Minimum system requirements										20

01

¡Bienvenidos a ... extr@!

Welcome to extr@, Channel 4’s highly acclaimed series for language learners and their teachers.

For the first time, all 13 episodes are available on a single interactive DVD. As well as the TV content, this DVD features a host of special features including activities, vocabulary listings and transcripts, as well as bilingual subtitles. This booklet will help you make the most of these features – especially the karaoke activity,

In extr@, four attractive young people are thrown together to play out their romances and crises in a familiar sitcom setting.

Two of the characters work for a television company, one is an actor and the other is a student. You will see them at work and play – they have fun, they fall in love, they break up, they argue – sometimes all on the same day! They meet some really unusual people and have amusing and incredible adventures.

Does Sam have green fingers? Find out in episode 3.

A fundamental complication in the relationship between the main characters is that one of the four, Sam, is an American visitor with only a very basic grasp of the Spanish language.

Sam’s efforts to get to grips with the language provides the central dynamic for the language learning content – and his mistakes and misunderstandings are an essential part of the comedy.

Each episode is approximately 25 minutes in length. There is an element of progression in terms of the vocabulary and structures used, as well as the pace of delivery, as the series proceeds.

Although extr@ is intended first and foremost as enjoyable, watchable TV, each episode is underpinned by specific learning outcomes in terms of vocabulary, structures and grammar. For further guidance and suggestions, please refer to the ‘Making the most of extr@ in the classroom’section of this booklet.

Get ready to meet the characters in ... extr@!

02		03

Meet the stars

Sam

A blast from the past, Sam turns unexpectedly on the girls’ doorstep Formerly Lola’s pen pal, this all-American boy arrives in Barcelona to start a new life, learn a new language and

make new friends. But underneath the gauche exterior, Sam tries valiantly to maintain the secret of his true identity ...

Lola

Feisty and fearless, Lola is a

to be reckoned with – and tread carefully when she’s angry!

A fitness fanatic with a penchant for the lottery, Lady Luck doesn’t always smile for Lola

– but watch out boys, nothing can stop her when she’s made her mind up!

Ana

A gentle, caring flatmate for Lola, whose efforts are not always appreciated, Ana’s heart goes to animals, chocolate ... and

to Sam. But when there’s a political cause to fight for – when the lives of innocent guinea pigs are at stake – we see that sentimental Ana is made of sterner stuff.

Pablo

Accomplished actor, cool biker, lady killer ... or so Pablo would have you believe. Sometimes this lad about town doesn’t quite live

up to his image – and all too often events conspire to take Pablo down a peg or two. But that doesn’t stop Pablo being a role model and source of inspiration for his best buddy and number 1 fan – Sam.

04		05

Topic chart

Programme	Contents/	Grammar	Lexis
	GCSE Topic
1 – La llegada de Sam	My world	Present tense	Living together
Lola and Ana share a	Meeting people	Present continuous	Being friends
flat in Barcelona. They have a	Friends and	Immediate future	Receiving visitors
neighbour called Pablo. Lola	family	Imperatives	Family
receives a letter from a pen	Daily routine	Interrogatives	relationships
pal in the United States	House and	Negatives
called Sam saying that he	home	Modal verbs
plans to visit.
2 – Sam va de compras	Work and	Pronouns – personal	Paying compliments
Sam needs some new	lifestyle	(subject, object),	Explaining
clothes and Lola, Ana and	Health	emphatic	misunderstandings
Pablo offer to help. Each has	Fashion	Perfect tense	Describing people
a different idea about how he	Shopping	Preterite	Offering to help
should look.	Clothes	Simple reported
	Appearance	speech
		Adjectives, agreement,
		adjective order
		Demonstrative
		adjectives
		Possessive adjectives
		Quantifiers
		Disjunctive pronouns
3 – Sam aprende a ligar	My world and	Present continuous	Relationships–
Ana, Sam and Pablo try to	lifestyle	Imperatives	includingchat-uplines
get a date on the internet	Exercise and	Present participles	Compliments
with disastrous results.	lifestyles	Simple reported	Talking about ideal
	Relationships	speech	partners
	Meeting people	Passive	Describing
	Making a good	Demonstrative	personality
	impression	pronouns

06

Programme	Contents/	Grammar	Lexis
	GCSE Topic
4 – Sam busca un	Work and lifestyle	Modes of address	Getting presents
trabajao	Job seeking	Radical changing verbs	Restaurant
Pablo is looking for a job	Eating out	Adverbs	language
as a stunt man and Sam	Talking about	Impersonal verbs	Vocabulary of food
decides that he should	cooking	Modal verbs	Dealing with the
get a job too. The girls		Lo + adjective	unpredictable
help him decide to try
for a job as a waiter and
one evening he gets the
opportunity to practise
his skills ...
5 – Ha nacido una	Food and drink	Ir + infinitive	Relationships
estrella	The media	Future	Adverts
Pablo gets a job as	Weather and	Conditional	Recipes
the new novelty TV	climate	Imperfect	Weather
weatherman, Ana	Home life	Preterite	Answering the
watches too many	Leisure	Imperatives	phone
adverts and Sam		Interrogatives
decides that he wants to		Useful expressions
impress her by cooking
her favourite chocolate
dessert.
6 – El día de la Primitiva	Work and future	Numbers	Numbers
Lola thinks she has	plans	Future	Horoscopes
won the lottery and	Shopping,	Ir + infinitive	Future hopes and
resigns from her job.	services and	Preterite	plans
However, Sam has lost	money matters	Perfect tense	Lost property
the lottery ticket ...	Travel, finding		Telling a story
	the way

07

Topic chart continued ...

Programme	Contents/	Grammar	Lexis
	GCSE Topic
7 – La gemela	Self, family and	Imperatives	Relationships
Lola’s twin sister	friends	Useful expressions:	Medical
emails to say that she	Health and fitness	relationships	Looking back/
is coming to visit. They	Media and	health	telling a story
agree not to tell Ana	entertainment	travel	Magic tricks
and the boys, so that	Travel	Preterite/imperfect to	Predicting the future
they can have a bit of fun.	Leisure	tell a story
8 – La prima de la	Self, family and	Useful expressions	Assembling
dueña	friends	Prohibitions	something/
The old landlady is away	Personal and	Object pronouns	followinginstructions
on holiday but her cousin	social life	Imperfect	Flat sharing
will be in charge during	Media and		problems
her absence. However,	entertainment		Relationships
she is not what the	Food and drink		Food and drink
flatmates expected ...	House and home		Going out
	Leisure		Dealing with the
			unpredictable
9 – Trabajos para los	Job preparation	Imperatives	Relationships
chicos	Work routine	Modal verbs	Job adverts
Pablo discovers	Work (and	Negatives	Answering the phone
Shakespeare and	problems)	Adjectives	Telling the story of a
dreams of playing		Ser/estar	film/book/play
Hamlet. Meanwhile, Sam		Interrogatives
gets a job at Canal 9 ...
10 – Ana protesta	Campaigning	Preceding direct and	Introducing yourself
Ana organises a	issues	indirect object pronouns	Asking and
protest against a	Animal protection	Prepositional pronouns	answering questions
cosmetics firm who are	Work situations	Demonstrative	Organising an event
using guinea pigs to test	Interviews	adjectives	Explaining
their products. The only		Possessives	misunderstandings
problem is, the firm is		Formal language
owned by the head of
Canal 9 ...

08

Programme	Contents/	Grammar	Lexis
	GCSE Topic
11 – Tiempo de	Holidays: plans,	Prepositions	Completing
vacaciones	preparations	Adjectives	questionnaires
The flatmates all need	and travel	Possessives	Stress at work
a holiday and decide	Ordering drinks	Lo que	Chat-up lines
to go to London where	and snacks in	Reflexive verbs	Clothes
Sam can help with the	a café		Food and drink
language ...	Interpreting
	Using the
	computer
12 – Fanáticos del	Football	Expressions of time	Talking about your
fútbol	Countries	Present tense	appearance
Spain is playing the	Using the phone	Using two verbs	Flat sharing
USA in the World Cup	Interpreting	Object pronouns	problems
and Pablo is ready for a		Prepositional pronouns	Relationships
three-week stint in front			Food and drink
of the TV, until he gets a			Speaking on the
call from his agent ...			phone
13 – Boda en el aire	Leisure,	Compound sentences	Relationships
Two of the flatmates are	celebrations	(some with subjunctive)	Using email
making wedding plans	Relationships,	Present tense	Asking and
but will they really make	including	Conditional tense	answering questions
it to the altar?	problems	Adjectives	Dealing with the
	Character	Reflexive verbs	unpredictable
	descriptions	Useful expressions
	Interviews

09

Making the most of extr@ in the classroom

Introduction

extr@ is a resource, not a course – yet beneath the zany comedy and unlikely twists and turns in the plot, the series has a structured set of learning outcomes and becomes progressively more challenging in terms of complexity of language as well as pace of delivery.

The series is substantial in length, so you may not want to use all of the programmes with your students. However, you can dip in and out of the series with ease, as once students have become familiar

with the context and characters after watching the first episode, each subsequent episode forms a self-contained story and so can be used in isolation from the rest of the series.

While Sam’s problems with understanding his new Spanish friends and making himself understood are at the heart of the comedy, he acts as a role model for students, encouraging them to ‘have a go’ and not to be too self-conscious about communicating in a foreign language. Also he makes mistakes in Spanish that are commonly made by native English speakers, and when the flatmates are correcting Sam’s mistakes they are subtly pointing out pitfalls to your students.

Watching and learning

As extr@ is supplementary material we recognise that you may not be able to spend a lot of time on it. Here are some suggestions for using the material in the programmes in stimulating ways that won’t require too much preparation.

You can, if you wish, simply watch the programme with no preliminary groundwork. This is how your students watch programmes at home; in this respect, extr@ is completely different from other teaching materials that they have been exposed to. They may feel stimulated by the fresh approach to learning the language.

However, there is a law of diminishing returns in this procedure. The students may find the programme fresh and stimulating, but their comprehension of the content may weaken as the programme progresses. For this reason, each episode has been divided into 5

chapters.Tosupportunderstanding,keyvocabularyhasbeenprovidedfor eachchapter.Userscantogglebetweenachapteranditscorresponding keyvocabulary at any point during viewing. (For further information

on how to use this functionality, please see the ‘How this DVD works’ section in this booklet.) An audio soundtrack

has been so that native modelling

pronunciation

Youmayprefertofollowamoreactive,student-centredapproachto vocabularybuilding:beforewatchingeachchapter,askstudentstomakea noteoffivewordsand/orexpressionsthattheydon’tknow.Itisimportant togivethemafixednumberofwordstonotedown.Ifyoutellthemtowrite downeverythingtheydon’tunderstandtheymayfeelde-motivatedbythe largenumberofnewwords.Tellthestudentsthatitdoesn’tmatterifthey don’tspellthewordscorrectly.

Whenthechapterends,askthestudentstocomparetheirlistsofwords withotherstudents.Encouragethemtopeerteach,totellotherstudents thewordsthattheyknow.

Attheendofthisprocessyoushouldfinishupwithanumberofkeywords thatthestudentsneedhelpwith.Atthispoint,youcouldtoggletotheKey VocabularylistontheDVDtoseehowmanyoftheirwordsarelisted.

10		11

Spendsometimehelpingstudentswiththewords,encouragingthemto modelpronunciationgivenbythenativespeakertalkingthroughthelistof wordsontheDVD(orbydoing‘listenandrepeat’workwiththemyourself).

Then ask the students if they would like to watch the chapter again. If they say ‘Yes’, tell them you are going to replay it and then continue to the next part. If they say ‘No’, simply continue to the next part. The latter option is recommended only for highly motivated students who

the

To reinforce acquisition of new vocabulary and structures, we recommend that you pause the programme at the end of each part and do some comprehension work. To help minimise lesson preparation for teachers and encourage active viewing on the part of students, we have added a set of progressively difficult questions at the end of each episode. As with the vocabulary, the text is read out by a native speaker. The first section, ‘Elige la respuesta correcta’, tests students’ comprehension of the storyline as well as teaching some additional related vocabulary. The second section, ¿Verdadero o falso?, acts as a further check on students’ understanding as well as modelling more complex structures.

Both activities offer scaffolding to tackle the third activity, Contesta a las preguntas, in which students are challenged to produce answers

to open, ‘interpretative’questions using their own words.

Speaking, reading and writing

Here are some ideas for using extr@ to improve speaking, reading and writing:

•Use the Karaoke function on this DVD so that students can record and play back their performance as a character in extr@

(please see ‘How the DVD works’for more details)

•Freeze-frame for descriptions, prediction and explaining what has just happened

•Who says what? (also without sound)

•What can you see in the kitchen, bedroom, living room?

•Put the people/objects in order of appearance

•What would you do if you won the lottery?

•Write the diary of a character in the first person

•Interview one of the characters, e.g. interview Lola about her relationship with Lucrecia

•Make a magazine-style star profile

•Act out a scene (either with* or without a script)

•Fill blanks in a part of the script*

•Write, record or video a new scene

•Write scripts for adverts or news items; write out and answer the letters, notes, emails and text messages, all of which appear in the series

•Rearrange a transcript that has been mixed up: students either number the sections in the right order or write out the complete text. This can be done either from memory or as they listen*

•Play a section of the video with the subtitles turned off. Students write down the subtitles (in Spanish or English) and compare with those provided

*(Teachers can edit the Word document version of the transcripts provided on the DVD to create this activity)

12		13

How the DVD works

These guidelines are intended to help you make the most of the features and functionality of the extr@ interactive DVD.

Technical support

Should you have any operational difficulties in using or installing this interactive DVD, please call the Channel 4 Learning Technical helpline on the exclusive number 0870 900 8900. It is open on all working weekdays from 9.00am to 5.00pm.

Alternatively emails can be sent to:

[e-mail]

These will be answered within two hours of receipt when they are sent during working hours.

Standard playback

This DVD will play on stand-alone DVD players as well as PC and Apple Mac computers that have DVD playback capability. Users playing the extr@ DVDs on a computer should use the InterActual DVD player software (installation software is included on the extr@ DVD) to take advantage of the live web link on the DVD.

Each 25-minute episode of extr@ is divided into 5 chapters. Click on the chapter title to select the part of the episode you wish to view. Click on ‘Play full programme’ if you wish to view the episode without interruption.

Subtitles

Use the SUBTITLE link on the ‘Programme Selection’menu to choose between target language subtitles, English subtitles and no subtitles. The DVD defaults to no subtitles.

Key vocabulary

To view the vocabulary associated with a chapter, click on the TITLE MENU button on the DVD player navigation bar during the corresponding chapter (or press TITLE MENU on the DVD player

handset). Use the RESUME link on the ‘Key Vocabulary’screen to return to the video. To hear the vocabulary again, use the PLAY AGAIN link.

Thevocabularyforall13episodesofextr@isalsoembeddedontheDVD asaprintableAdobe®AcrobatReader®documentandaWord®document, bothofwhichcanalsobesavedontotheharddriveofyourcomputer.

Programme activities

To view the activities associated with a chapter, use the ACTIVITIES link on the ‘Chapter Selection’ menu. A native Spanish speaker reads out the questions and answers. The DVD will automatically pause after each question to allow time for discussion in the classroom. Use the NEXT link to reveal the correct answer (except in the ‘Contesta a las preguntas’ section), after which the DVD will move onto the next question. This operation can be speeded up by selecting NEXT immediately after the activity has been presented (this overrides the default 5-second pause). By default, the activities will run ‘Elige la respuesta correcta’, ‘¿Verdadero o falso?’and ‘Contesta a las preguntas’, although the teacher can move directly to any of the three sections using the corresponding icon that appears on each activities screen. Use the MENU link to navigate back to the chapter selection menu.

The questions are designed for oral work. However, if you prefer the students to answer the questions as written work, they are also embedded on the DVD as Adobe® Acrobat Reader® documents and Word® documents. The file can be printed off or saved onto the hard drive of your computer.

Accessing the printable elements

The extr@ interactive DVD contains copies of the programme transcripts, key vocabulary and programme activities as Adobe® Acrobat Reader® files and Word® files. On PCs that have ‘autorun’ enabled, these documents are accessible via a simple menu system. In all other cases, the user must open the respective folder (Programme Transcripts,

Key Vocabulary, Programme Activities) that can be found in the root directory of the DVD.

14		15

Locating the folders

PC(WinXP):ClickSTART,RUNandthenBROWSE.Fromthe‘Lookin’box, selectyourDVDdrive.Setthetypeoffilesto‘Allfiles’.Opentherelevantfolder anddoubleclickonthefileyouwishtoopen.

AppleMac(OSX):DoubleclickontheExtra_SpanishDVDicononyour desktop.Opentherelevantfolderanddoubleclickonthefileyouwishtoopen.

Karaoke activity

The karaoke application is compatible with PC (Windows XP) or Apple

Mac (OSX) and it must be copied onto a computer hard disk (PC or

Apple Mac) before it will run correctly.

The karaoke functionality of the extr@ DVD is designed as an enjoyable and highly motivating way for students to improve their oral skills in the target language by entering the sitcom world of extr@ as an actor. They can work in particular on their pronunciation, as the DVD offers the facility for students to record themselves speaking in the target language. They can record individually, in pairs or groups then play back their performance. Students can choose to follow subtitles in either the target language, English or switch them off completely.

Karaoke installation

Full installation instructions can be viewed by opening the file HELP_ KARAOKE.PDF. This file can be located as follows:

PC (WinXP): Click START, RUN and then BROWSE. From the ‘Look in’ box, select your DVD drive. Set the type of files to ‘All files’. Finally, double click on the file HELP_KARAOKE.PDF to open the file.

Apple Mac (OSX): Double click on the extr@_DVD icon on your desktop.

Double click on the file HELP_KARAOKE.PDF to open the file.

InadditiontothestandardPCorAppleMacconfiguration,theonlypieceof additionalequipmentrequiredisamicrophone.Foroptimumresults,usinga microphonethatconnectstothecomputerviaUSBisrecommended.These areavailablefrommostITsuppliers.Additionalinformationonhowtobest configurethemicrophonecanbefoundintheHELP_KARAOKE.PDFfile.

Across the two DVDs, there are a total of 13 karaoke topics, each divided into 3 sections, providing 39 karaoke sections in total. Having chosen the karaoke clip, students can choose the character they wish

1. Record

2. Stop

3. Play

4. Save

5. Folder

to play by clicking on the name of their favourite character. Each character’s name is colour coded and the on-screen subtitles run in the corresponding colour to give students their cue.

Having chosen the students and the characters that they will play, click on the record1 button to start the video and record the speech. The microphone will record throughout the clip, so make sure that other students stay quiet during a performance!

Once the ‘actor(s)’ have completed their recording, they can click on the stop2 button and then the play3 button to hear their performance. They can re-record their performance as many times as they wish until they are satisfied with the quality of their work.

Please note that once the user navigates away from the recorded clip, the recording is lost. However, after a recording has been made (and before another recording has been started), the group can decide to keep the current recording on the computer hard disk. Click on the save4 button and enter a file location and file name when prompted. To replay a recording at a later date, click on the folder5 button and follow the on-screen instructions.

Opportunities for differentiation

Teachers will need to assign characters according to level of ability. It is advisable for teachers to preview the karaoke clips as part of their lesson preparation to gauge the level of ability required to play a part.

Less able students can gain confidence by playing the part of Sam, whereas more able students can play the other characters. Some of the karaoke parts played by native speaker actors will challenge even the most able students to improve their fluency and pronunciation.

Any of the principal characters can be muted, so there are plenty of parts to choose from. Therefore students who feel uncomfortable about playing the part of a character of a different gender will still be able to participate comfortably in the activity. Why not play one of the roles yourself to encourage shy or reluctant students to have a go too?

16		17