This project (2020-1-PT01-KA226-HE-094809) has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Select language  >  EN ES HU IT LT PT RO

Database of Teaching Sources

A database of selected, reviewed, tested, assessed and validated e-learning based language teaching sources addressed to Higher education students for the learning of 18 different European languages.

Back to Teaching Sources

Foley Art – video comprehension

Date of Publication

May 2021

Target Group


Domain Area

Arts & Music

Learning Scenario

Autonomous learning
Classroom Context

Target Language


Language of Instruction


CEFR level


Type of Material


Linguistic Features





Video lessons are generally very engaging, interesting and appealing to students and it’s a rather effective way of learning. This particular video deals with a topic to be approached in one of the units of the coursebook and, for that reason, it was considered to be a suitable resource to introduce the topic. Moreover, it meets the students’ needs as they must develop their speaking and listening skills and, simultaneously, they can expand related vocabulary. This resource assists both the lecturer, as s/he can use this with his/her students in the classroom, and the students who, rather autonomously, can also explore it.

Case study

In a previous lesson, this group of learners had already completed a worksheet about the London Film Museum and learned vocabulary related to film-making, theatre, and other cultural events. At this point, this resource was used as a lead-in activity to the reading tasks on the coursebook pp. 40-41 (Bell, Jan & Gowner, Roger. 2014. Expert Advanced. Cambridge: Pearson) on the topic of Foley Art. The purpose was to introduce the topic, check previous knowledge, and motivate students to wanting to learn more about the theme. This proved to be successful as the students engaged in the discussion questions rather enthusiastically, also sharing what they know regarding their favourite film(s). For others, the fact that the topic of Foley Art was new, also kept them focused and eager to know more.


This resource can be used to introduce the topic of Foley Art and check understanding of vocabulary related to it.
Warmer: elicit from students jobs related to film-making and the degree of creativity they require (e.g. actor, props maker, costume designer, etc); focus on the job of sound engineer and elicit the question “What exactly does this job imply?”
Step 1: If it was not mentioned by any student, elicit the question “What does a Foley artist do?”, “Does this job relate to the film industry?”, “Is it the same as a sound engineer?”. Tell the students they are going to watch a video about the job of a Foley artist. The students will be able to practise their listening skills and learn about Foley Art.
Step 2: Listening activity. Students complete the gap filling activity provided.
Step 3: Speaking activity. Students engage in the discussion questions.
By now the group should be prepared and motivated for the Reading tasks which will give them a lot more information on the job of a Foley artist.


Comprehensive approach
Capacity to match the needs of lecturers and students


Added value
The provided tangible improvements


Motivation enhancement
The capacity to motivate students to improve their language skills


Effectiveness in introducing innovative, creative and previously unknown approaches to LSP learning


Measurement of the transferable potential and possibility to be a source of further capitalisation/application for other language projects in different countries


Skills assessment and validation
Availability of appropriate tools for lecturers to monitor students’ progress and for students to assess own progress and to reflect on learning


Flexibility of the contents and possibilities for the LSP lecturers to adapt the contents to their and to students’ need


Assess the technical usability from the point of view of the lecturer and the student


Assess the accessibility from the point of view of the lecturer and the student


Videos generally keep the students interested and this resource matches the needs of lecturers and students: teachers can create/adapt other questions/exercises to the video worksheet; students can use it in a rather autonomous way. This particular video is not long, therefore the students will be able to focus and then complete the activities provided. Apart from that, it introduces a topic that might be new to some or many of the students, which makes it even more interesting and innovative. Regarding its accessibility, it is very easy to find it as it is available on Youtube and to use as it also has subtitles, in case the user is deaf. Knowing that Youtube has a wide range of nearly endless videos, not all with the quality desired, the one that we selected is reliable and relevant for the purposes intended.
Website of the Teaching Source:

Further documentation: