[yolanda riley]

I have not worked with short films with learners yet. I want to use them in language learning. The activities that would work well are the What Happens Next and Moving Music. They are both adaptable to different language levels. I also like the what does it sound like sheet, but the first two work best. What Happens Next is great for prediction, working with ‘what if’ situations, and future tense grammar lessons. 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.

[yolanda riley]

2 To download and read the five generic activity sheets

The two activity sheets that work best with my learners are the video ads and settings. Because my learners are have a wide range of levels, these two sheets make it easier to adapt. The video ads would be great to present vocabulary and grammar points, discuss 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.

[yolanda riley]

I edited the question for #2 but it didn’t show up.

[yolanda riley]

1 Do you agree with the benefits of using short films in the article? Are there any other benefits that you can think of?

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. Additionally, many modern societies may be conditioned by short and quick visual communications, like social media posts. Using short films help with this issue, and may be beneficial particularly for beginner students.

[yolanda riley]

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. Additionally, presenting broad research about TEFL students’ learning methods and retention may be helpful. Afterward, I would provide research, examples, and testimonials from students and teachers who have embraced this method. For example, there are many language apps that are focused on extensive viewing. The benefits of the program would be more student engagement and more language retention.

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. 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. 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. 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.

[yolanda riley]

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.

The King’s Speech

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.

Film Synopsis
For lower levels, I would pair images of actors with simpler words for the synopsis. I would also use the movie poster to discuss what the movie conveys to an onlooker.

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.

Post-viewing Questions
I would post a question from 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. If students are still learning with me, I would revisit the film after a year and grade it according to their current level.

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?

[yolanda riley]

Use the 5Ss and 5Cs framework to analyse the scene. Choose two of the Ss and 2 of the Cs.

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.

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.

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.

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.

[yolanda riley]

1. Answer these questions about the fifth skill of viewing and the viewing frameworks you’ve just read about:
Do you think the governments of Canada, Australia and Singapore were right to add the fifth skill of viewing to their English language curricula? Why or why not?
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.

Do you agree that that traditional four skills are not sufficient to describe the type of communication taking place nowadays? Why or why not?
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.

What do you think of the videos which show the viewing frameworks in action in the classroom?
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.

Which framework do you like the most? What do you like about it?
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.

2. Watch this short video.

How does this video relate to the fifth skill of viewing?
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.

What do you think the film’s message is?
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.

Do you agree with its message? Why or why not?
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.

[yolanda riley]

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.

Based on the current methodologies employed, one of the worksheets that would work wth my students is ‘tell me.’ Personally, I see this working with my B1-B2 students. The questions give them the opportunity to think and discuss with fellow students. They sharpen students’ critical thinking skills in English. They can also reflect on their emotional responses. The questions can be tweaked for C1 students.

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).

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. 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.

All worksheets can be adapted to different levels, which is useful.

[yolanda riley]

Hi Everyone,

I’m Yolanda from St. Louis, Missouri, USA. I’ve been a Language Tutor since 2023. Currently, I work as an English tutor for a language company and an office coordinator in the healthcare field. I hope to learn some innovative teaching techniques for lessons. I also want to use more multimedia in future teaching endeavors. I love learning and challenging myself to grow, so I am looking forward to this course.

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