[Kieran]

Hi Yolanda,

Thanks very much for your great analysis of the short films and videos.

The short films were very powerful.

Yes, I agree that all of them are very powerful and engage and move the viewer

Many of the short films presented seemed to favor darker lighting (The Alphabet of Illiteracy did not employ this technique). A similar technique was used in the American Beauty dinner scene.

Well spotted! The darker melancholic lighting has a certain emotional impact.

I will focus on two of the short films and some techniques. The minimal light highlights the issue or circumstances the protagonists are facing.

Yes, definitely. The darker lighting highlights the issues or settings the protagonist are facing.

We’re the Superhumans employed many methods, but seemed to favor upward and behind shots. The behind shot allows the viewer to experience the character’s point of view, while the upward shot shows the character as larger than life. It’s a twist, as viewers are not looking ‘down on them’ and feeling pity. Instead, viewers may feel inspired by their confidence.

Excellent analysis of the Superhumans video. There are so many interesting techniques used to make us feel empathy.

The music for Superhumans was inspiring, while Mankind illicit compassion.

Music conveys so much information and emotion in short films and videos, and reminds us that short films and videos are multimodal texts.

Thanks again for your great analysis, Yolanda.

All the best,

Kieran

[Kieran]

Hi Yolanda,

Thanks very much for your great answers!

I enjoyed all of the films and videos.

I’m delighted to hear you like all of the films and videos!

They helped me to reconsider how values act as a compass in our lives. The values were presented visually in different ways. The style choices made me think about what the filmmakers wanted to convey.

Yes, the fact that the values are represented in a visual way and a format learners are comfortable with may make them more accessible for learners.

While Wisdom focused on the perspectives of public figures, Kindness highlighted how kind actions affect both the doer and recipient.

The two films are very different but both communicate values very effectively. Wisdom is very much driven by spoken language and the delivery of the well-known people, while Kindness is more visually driven.

I think the values of teaching are important. I personally would teach all of them. In the context of what I teach currently, however, I would choose Wisdom and Success.

Great to know that you would teach all of them. Excellent that you’ve reflected on which would work best in your teaching context.

These films challenge the goal-oriented meaning of success and judgment.

I also like the fact the films challenge the prevailing goal-oriented meaning of success.

Unfortunately, I have not had the pleasure of using short films with learners yet, but I plan to do so.

Once again, I’m delighted to hear how enthusiastic you are about using these films and videos in your classes!

Thanks again for your excellent responses, Yolanda.

All the best,

Kieran

[Kieran]

Hi Yolanda,

Thanks very much for your insightful comments.

I like the ‘Two Characters’ and ‘Empathizing with a Character’ activities. Students can explore feelings and discuss the different types of relationships of the characters.

Yes, both of these explore feelings and help students to empathise with a character while also reflecting on discussing the different types of relationships between characters.

The activities also allow students to explore various vocabulary and grammar techniques that capture relationships and feelings.

Yes, absolutely. These activities can be used to explore grammar and to introduce new vocabulary and expand vocabulary.

For my learners, I would use the ‘Stills Story’ and ‘Empathizing with a Character’ activities. Both can be adapted easily to the learner’s level, and work well with mixed levels. I think each learner would be able to walk away with an achievement.

Yes, both of these activities can be easily adapted for specific levels and can work with mixed ability groups.

I have not used this technique or other writing activities with learners yet, but I would love to. This is one of the reasons why I’m taking this course. 🙂

I’m delighted you’re so enthusiastic about introducing these activities with short film into your classes! 🙂

Thanks again for your thoughtful comments, Yolanda.

All the best,

Kieran

[Kieran]

Hi Yolanda,

Thanks very much for your excellent answers.

I have not worked with short films with learners yet. I want to use them in language learning.

I’m delighted you’re so keem on using short films in your classes!

The activities that would work well are the What Happens Next and Moving Music.

Both of these are great activities when you’re starting to use short films in your classes.

What Happens Next is great for prediction, working with ‘what if’ situations, and future tense grammar lessons.

Yes, this worksheet is great for prediction and speculation.

Moving Music is great for discussing emotional nuances and what they could possibly convey. This would be a great listening exercise and an opportunity to expand the vocabulary with emotional words.

Yes, absolutely. This activity is excellent at developing emotional nuance and generates a lot of language and expanding vocabulary.

Thanks again for your excellent answers, Yolanda.

All the best,

Kieran

[Kieran]

Hi Yolanda,

Thanks very much for answering the questions

I do for the most part. Short films work because they can tell a story within a small timeframe. This will be beneficial for people who have short attention spans.

Yes, absolutely. The fact they are short is essential in an era of declining attention spans.

The video ads would be great to present vocabulary and grammar points, discuss topics like influence.

Yes, the video ads sheet is popular with both teachers and students. Is is great for grammar, vocabulary and introducing certain topics like influence.

The settings activity sheets would be beneficial enhancing learners’ range of expression. For example, describing specific emotions and emotional responses. Additionally, it would increased the learners’ awareness of how environments also tell stories.

Yes, spot on. This sheet is great for generating and developing vocabulary especially related to emotions. It does also raise awareness of how settings help to tell stories.

Thanks again for your great answers, Yolanda.

All the best,

Kieran

[Kieran]

Hi Rebecca,

yes, Yolanda’s answer to the question is really excellent!

Cheers,

Kieran

[Kieran]

Hi Yolanda,

Thanks very much for your in-depth evaluation of how you could introduce an Extensive Viewing programme at your institution. Your answer is excellent.

If I were introducing an Extensive Viewing framework to my boss, I would present collected data on how current students are faring. I would conduct qualitative and quantitative data on modern teaching practices.

This is a very empirically sound way of presenting your arguments.

Additionally, presenting broad research about TEFL students’ learning methods and retention may be helpful.

Great point! Research shows that multimodal texts such as films help students retain more language.

Afterward, I would provide research, examples, and testimonials from students and teachers who have embraced this method. .

Another excellent idea. I love the idea of having testimonials from students and teachers who have embraced this method

The benefits of the program would be more student engagement and more language retention

These are two of the key benefits of this type of programme.

Because students are already saturated with multimedia/multimodal images, it would make sense to integrate this into learning. Teachers can be more creative with teaching methods and materials.

Absolutely! it makes perfect sense to integrate multimodal texts into teachers’ pedagogy and students’ learning.

The institution has the distinction of being an early adopter and stands out from other institutions with its offerings. If students stay committed and engaged, the institution can use the results when marketing.

This marketing aspect is really important too.

An obstacle to consider may be frequency, time, and/or price. For example, how many times will the students see the same film as an activity– is it spaced out, like in one month and then activities? Or is it within two weeks (one week to enjoy and then one for homework)? Institutions may have to test this with different levels to see how it works in real time.

I’m really happy that you’ve considered the aspect of time and price. The programme would be very time intensive but if the pedagogical benefits are considerable, which I believe they are, we can justify the investment.

Additionally, media equipment may be an obstacle. It is a good idea, but institutions may consider how to structure it to make it realistically viable.

Media equipment is important to consider. Most institutions in the West, have the equipment to carry out the programme, but if they don’t , the initial investment is expensive.

Thanks again for your excellent comments.

All the best,

Kieran

[Kieran]

Hi Rebecca,

Thanks very much for your great answers here.

I think you may have put your answers in the wrong thread. If I’m not mistaken, they should have gone in Lesson 1: Module 1, but it isn’t a problem; I’ll reply to them here.

For my students I would use “sony bravia bouncy balls”

This is a very impactful and fun video!

I would perhaps have an image of a bouncy ball and simply ask as a pre-question how many of these do you think is needed to be able to fill a whole street?

I love the idea of using an image of a bouncy ball here and the question you’ve chosen.

Then they would answer the questions to “video ads activity sheet”

Yes, using the ads activity sheet at this stage makes perfect sense.

perhaps have something connected to how this ad was created, perhaps a behind the scene to this ad.,

I love the idea of having an activity connected to how the ad was created.

also I would hand out vocabulary connected to ad/movie making and feelings.

Yes, introducing some vocabulary for the metalanguage of filmmaking would be great here.

Outcome would hopefully be an understanding of the effort it took doing this ad. also vocabulary connected to ad/movie making and feelings.

These would be solid otcomes.

Post question could be – Can you describe the feeling you got from the ad and why, also do you think you would be able to create an ad like this, why or why not?

Both of these would be excellent post-viewing questions.

Thanks again for your great answers here.

All the best,

Kieran

[Kieran]

Hi Yolanda,

Thanks very much for your insightful answers.

For this activity, I chose to analyze the viewing guides for Sleepless in Seattle and The King’s Speech. To me, both films were goal-directed; they both addressed overcoming odds to achieve something. While Sleepless in Seattle focuses on meeting a romantic interest, The King’s Speech focuses on improving communication. Of the two guides, I think The King’s Speech would work well with my students. I think they would relate to the challenges of communication and overcoming barriers.

I think both Sleepless in Seattle and The King’s Speech are excellent choices.

3 Preview Questions
I would focus on three previewing questions related to the British monarchy, speech impediments, and the title of the film to activate the students’ knowledge. For advanced students, I would include the question about production design.

Those preview questions would work really well. Yes, the question about production design might be better for more advanced students.

Film Synopsis
For lower levels, I would pair images of actors with simpler words for the synopsis.

This makes perfect sense.

I would also use the movie poster to discuss what the movie conveys to an onlooker.

Yes, using the poster here would be excellent way to engage students.

Vocabulary
To avoid overwhelm, I would limit it to 10-12 keywords. If it is a higher-level class, I would use the less frequent ones. I would also create a bingo game where they can check off the words they recognize.

I like the way you’ve selected the vocabulary items you’d like to present according to their level.

Post-viewing Questions
I would post a question from each category.

Yes, choosing one question from each category is a good option. Another option is to choose one otr two categories and go into more depth by asking more questions about each category.

Write an analysis of a key scene in the film.
Because my learners range from A1 to C1, this would be the easiest to adapt. I would not have A1 tackle this. I would adapt it to the learners’ level. For the A2-B1 example, I would use prompts to help students construct simple sentences.

Yes, this is easy to adapt to the learners’ level.

If students are still learning with me, I would revisit the film after a year and grade it according to their current level.

I really your idea of revisiting the film after a year!

If I used the Sleepless in Seattle viewing guide, I would use the same method as above, but use the previewing questions based on the following:

Expectations– Students’ expectations of romantic comedy and an example
Prediction– Sleepless in Seattle– what will the film be about? What does Sleepless convey?
Personal Experiences– What feelings would arise if you moved to a new city?

This would work really well.

Thanks again for your great answer, Yolanda.

All the best,

Kieran

[Kieran]

Hi Yolanda,

Thanks very much for your great analysis of the 5Ss and 5Cs framework – it’s really thorough and insightful.

Setting
The setting takes place in the family dining room. As the daughter enters the dining room, the husband and wife are already eating dinner. Traditionally, the dining room is meant to bring family together. Not only does the family nourish their bodies together, it can also be a time to check in and bond. What is shown is an illusion of family bonding. There is a tense family dynamic, with emotions running high. The husband and wife are arguing because he quit his job. The husband has said that he feels invisible. The daughter, unfortunately, is a witness to all of this. Clearly, it’s a unhappy situation. The illusion of the perfect life is shattered, particularly for the wife., particularly for the wife.

Your analysis of the setting is really excellent. You’re spot on when you point out that the illusion of the perfect life is shattered in the scene.

Social Issues
The social issues explored in the film are marriage, mental health, and the cost of pursuing the American Dream. In this case, ‘Keeping Up with the Joneses’ means that people are staying in unhappy situations. The daughter appeared unhappy, and may have been battling low self-esteem/depression. The husband was unhappy, but started to take steps to find happiness. The wife was unhappy but masked it by acting as if everything is fine.

You’ve analysed the social issues represented in the scene really well. There are so many issues covered in 2 minutes.

Character
The protagonist (husband) has started to take steps to live life the way he wants. The wife doesn’t really talk to him anymore. He starts to speak up for himself which upsets the wife. Unfortunately, he does not acknowledge his daughter because he is so focused on himself and asserting his needs. He takes the opportunity to ‘be seen’ by throwing a plate of asparagus at the wall. The main characters are very unhappy, angry and dismissive of one another. The wife also ignored the daughter because she was so upset that her husband quit. She did hear him say that he had another job. Also, she refused to acknowledge that he quit; she kept saying he lost his job as if he did not choose to quit. Sadly, the daughter had to witness this spectacle of her parents hating each other.

A fantastic analysis of the three characters. You’ve also highlighted the dynamics of their relationships really well.

Color
The colors are sage green and white. The tablecloth is blue and white. The green sage color seems to be a muted shade popular in suburban homes. The husband is also wearing a similar shade of green, perhaps blending into the background. What is interesting, however, is the use of lighting. It is dark, with the exception of the candles and the table. Perhaps it was meant to suggest intimacy, but it is the opposite. It seems to highlight the darkness of their family life. The candles light the place just enough to eat, but not see clearly. This may suggest the desire not to see everything so clearly.

You’ve analysed the colour and light really thoroughly. I agree that the muted colours are supposed to suggest intimacy but as the scene evolves the effect is the opposite – there really is a darkness to the family’s relationships.

Thanks again for your thoughtful analysis, Yolanda.

All the best,

Kieran

[Kieran]

Hi Yolanda,

Thanks very much for your great answers!

I think the governments of Canada, Australia, and Singapore are fostering a different way of learning English. Unfortunately, I do not know what the curriculum was like before the addition of viewing. Based on the videos, viewing helps to promote critical thinking by intentionally watching visual media. Because many societies have visual-driven cultures, it is important to assess and understand what we see. It can be easy to passively take in visuals. With a critical eye, teachers can guide students to create their own meaning from visuals. It also fosters discussion with others. Visual literacy is becoming increasing important because it can inform our communication.

This is a very thorough and thoughtful answer. Yes, both multimodal literacy and visual literacy are increasing important in societies dominated by images and multimodal texts.

The four skills are important, but communication methods are constantly evolving. Naturally, listening and speaking are among our main ways of communicating. However, visual literacy is becoming very important due to social media and the Internet. A lot of information can be gleaned color and sound for example. Even visual features connected to writing, like font and font size, can convey information. Coupled with other visual features, it can communicate an overall theme as well as nuanced information.

Yes, I completely agree with you that communication and literacy are constantly evolving. I think the idea of communication evolution rather than communication revolution is much more useful for us as teachers.
Yes, font and font size can convey important information.

I found them interesting. Since the questions are open-ended, they facilitate more communication than yes-or-no questions. The students seem to enjoy finding many items in the picture and creating meaning together.

I’m really happy that you found the frameworks useful.
Yes, the open-ended nature of the questions is vital for facilitating more communication.
Yes, the idea of students creating meaning together is really important.

While I like them both, I do like the See Think Wonder video. I like learning what the students wondered about. While the observations are concrete, wondering invites different perspectives and thoughts. It would be interesting to learn what students are thinking about.

The ‘See Think Wonder’ wonderful is fantastic. It generates so much thinking, communication and language. The simple nature of the routine is deceiving, it’s actually a very sophisticated routine.

It invited viewers to participate actively in watching the video. Coupled with the voiceover, it was multimodal. Viewers had to ‘read’ the visuals to uncover the theme.

This is a really good analysis of the video.

The film encourages people to slow down and consider the visual message. It also encourages people to digest information mindfully rather than mindlessly, and create original content.

Yes, absolutely. As you rightly say, the key is actively digesting information rather than passively consuming it.

I think it is important not to take images at face value. It’s important to slow down and really consider what is presented. Sometimes, there’s more than meets the eye.

Yes, spot on. We’re constantly bombarded by images and multimodal texts so we need to slow down and reflect on the messaging we are being sent.

Thanks again for your excellent responses, Yolanda.

All the best,

Kieran

[Kieran]

Hi Yolanda,

Thanks very much for your great analysis of the activities.

Film and video should be used in the classroom because they support more nuanced, natural communication between people. Instead of learning vocabulary and grammar in isolation (from a textbook, for example), students can experience the entire communication process in action. For example, students see vocabulary and grammar integrated with tone, non-verbal communication, and context. This lifts English off the textbook pages, bringing it to life. Students will gain a deeper understanding and a clearer meaning of communication in English.

This is an excellent answer. Yes, I Agree with you about the natural communication you hear and see in film and video. Students see grammar and vocabulary in a real context, as you rightly say. Students do gain a greater and more meaningful understanding.

For my A2-B1 students (based on current methodologies), I would use the film prediction worksheet. It gives students the opportunity to use grammar (ex: past, present, and future tenses) and reflect on time. Using film and video can show the characters in present time while showing how the past impacts their present, and the present impacts their future. It also primes students for higher-level thinking. Students can discuss the possibilities of the outcome, which employs more hypothesizing (particularly for B1 students).

Yes, the predictions worksheet is popular with both teachers and students. You’re absolutely right that the worksheet can be adapted for use with any level but it does work especially well at A2-B1.

Finally, the film characters worksheet works for my students as well. Here, students can describe personality, characteristics, and behavior. Students can lean into descriptions such as adjectives, idioms, similes, and metaphors. During discussions, students have the chance to express themselves and listen to others.

A great answer. Yes, the character worksheet works very well and is excellent for expanding vocabulary. It is also very good at fostering speaking and listening, as you point out.

Depending on the level, they can also learn how to listen and respond when they disagree with someone’s perspective. Characteristics that are valued in one culture may be seen differently in another. This could expand their viewpoint, both personally and culturally.Depending on the level, they can also learn how to listen and respond when they disagree with someone’s perspective. Characteristics that are valued in one culture may be seen differently in another. This could expand their viewpoint, both personally and culturally.

Yes, this cultural perspective is really interesting. It could be excellent for fostering intercultural communicative competence.

Thanks again for your great analysis, Yolanda.

All the best,

Kieran

[Kieran]

Hi Yolanda,

Thanks very much for introducing yourself. Great to have you on the course.

I’m looking forward to working with you on the course.

All the best,

Kieran

[Kieran]

Hi Rebecca,

Thanks so much for your thoughtful response to the questions.

Yes I think they were right to add a fifth skill. The four skills that I am teaching, I think might not be enough – since we have got viewing everywhere we go, and so much more that previous years.

Yes, it does seem sense to add more skills or micro-skills to the curriculum. Most teachers see that in the current communication and literacy environments, we need to expand our concept of literacy and what it means to communicate effective.

The video resonates to everyone, all of us get bombarded with images and sounds and everything. The message, might be, that we need to understand and press “pause” sometimes in what we see and hear, I agree completely with the massage!

Yes, I think your analysis of the message is spot on.

I’m happy to hear the message of the video resonates with you.

Thanks again for such a thoughtful and insightful response to the Activity.

All the best,

Kieran

[Kieran]

Hi Rebecca,

Thanks very much for your great evaluation of the activities.

The first one I believe would work the best, is “tell me questions” – These questions could be used in all levels – basic questions (all students) – general (all students, though perhaps in some cases, not to the lower levels) – special questions (intermediate and advanced students). Usually, I have got 2h classes with my students, and after 1h we have a break – with students of all levels preferably then I need to have assinnments where I can have all levels in one, sort of. That is why I like this one, I suppose!

Yes, this is always a popular one with both teachers and students. The fact is can be used at all levels makes it very practical. The Tell Me Questions are, as you say, a great tool to fully expand language.

Also, I like the assgnment “language study” – there the students aren’t only working with information, they are working with the language, with the linguistic bits, in a way.

Yes, this is a good one to help students see how language is used in an authentic context.

The last one, which I think would suit my students is the “trailer activity”. Here the students can be placecd with a partner and in being two, one can write – the other one doesn’t need to – which can be good if you like speaking and not writing or vice versa.

I agree that the Trailer activity sheet is great. Trailers are an excellent way to engage students and make them excited about viewing the whole film. Trailers are also a great way to activate students’ background knowledge and schemata, and also to get them to make predictions and speculate.

Thanks again for your great evaluation.

All the best,

Kieran

[Author]

Posts