Post on 16-Jan-2023
Video Assignment for AGG66
‘Phantom of the Opera’ Text and Movie
Teaching Reading with the Use of Video
Ioannis Kleanthidis
Contents:
Introduction……………………………………………………… p. 5
1. Section 1: …………………………………………………...….p. 51. Teaching Context…………………………..……….…...p. 5
1. Learner’s Profile....………………..........…..p. 5
2. Textbook/Syllabus..……………..…….....…p. 5
2. Section 2: ……………………………………………………...p. 52. Video Selection Criteria………………………….…….p.
5
1. Motivation ……..……………………....….p. 52. Integration…………………………………p. 63. Length and Independence of sequence……p.
64. Comprehensibility……………………....…p. 6
3. Section 3: ……………………………………………………...p. 7
10-13-66-1-KLEANTHIDISIOANNIS-69540 3
3. Video Based Reading Lesson…………………….…….p. 7
1. Aims and Objectives ……..…………....….p. 72. Teaching Procedure..………………………p. 7
1. Pre-Reading/Pre-Viewing…….……p. 72. While-Reading/While Viewing....…p.
83. Post-Reading/Post Viewing....…….p.
9
4. Conclusion …………………………………………………….p. 93. References ………………………………………………...…...p. 104. Appendix ..…………………………………………………….p. 11
10-13-66-1-KLEANTHIDISIOANNIS-69540 4
For this assignment I have tried to enhance a
reading lesson from the book I teach with video
activities. In the first and second sections I will
present my teaching situation, the video I chose and the
criteria I used in doing so. In the third section I will
describe how the video lesson works with reference to the
teaching materials and the teaching procedures.
1. Teaching Context
1.1 Learners’ Profile
There are 28 students at the age of 16-17 years old
in B4, one of the second grade classes in the State
Senior High-school where I teach. The majority (22 out of
28) of the students already hold a B2 certificate while 9
of them hold a C1 as well. Four students out of the
remaining six are preparing to sit exams for a B2
certificate.
1.2 The Textbook/Syllabus
The textbook used is at B1 level of the CEF (Common
European Framework) and is approved by the Greek Ministry
of Education as it satisfies the Ministry’s guidelines,
so it is used as the class syllabus as well. The key
point here is that the book does not present a challenge
to the students as the majority of them are at B2 level,
so motivation in the English class is somewhat low. I
would also like to mention that the book for this class
10-13-66-1-KLEANTHIDISIOANNIS-69540 6
was chosen last year by another teacher and there was no
option to change it.
2. Video Selection Criteria
2.1 Motivation
The video I chose to work with is some parts from the
movie “The Phantom of the Opera”. The reason for doing
so, is that there is an excerpt from the actual book in
the course book (see Appendix I). I thought that it would
really be interesting for students to view what is
written in their textbooks from a movie director’s point
of view and that it would raise student motivation as
Hill (Hill, 1999) and Arcario (Arcario, undated) claim
that video can do.
2.2 Integration
Allan also suggests that video lessons should be
integrated into the syllabus (Allan, 1985). In order to
do that I created activities which serve the main aim of
the particular reading lesson (see Appendix II, ex. C)
which is reading for details.
Another obvious link between the video in use and the
syllabus, which Allan (Allan, 1985) accepts as plausible,
is the topic itself as both the video and the reading
text are about ‘The Phantom of the Opera”.
10-13-66-1-KLEANTHIDISIOANNIS-69540 7
2.3 Length and Independence of Sequence
It is suggested that video sequences shown in class
should not be longer than 12 minutes long (Arcario,
undated; Tomalin, 1986; Willis, 1983), so as there will
be time for students to do activities. In our case, each
of the selected extracts from the movie do not exceed 5
minutes in length, while altogether they add up to 14
minutes which is not such a great deviation from the
norm.
These extracts also manage to stand on their own as
much of the needed information about the characters,
which Allan (Allan, 1985) suggests that it should not be
missing, it is actually presented in the second extract
(1:49-6:49). These extracts, like the corresponding text
in the course book, although they can be viewed
independently, they also leave a sense of suspense and
mystery in the end. In this way they promote extensive
reading by prompting the reader to read the whole book
(Grabe, 2004). Likewise, the viewer might be prompted to
watch the whole movie on their own as Arcario suggests
(Arcario, undated).
2.4 Comprehensibility
Arcario (Arcario, undated) also stresses some important
features to consider about the language used in the video
like the degree of visual support, clarity of sound and
picture density of language, speech delivery, language
10-13-66-1-KLEANTHIDISIOANNIS-69540 8
content and language level. The degree of visual support
is quite high in the extracts, as this is a drama. The
viewers see most of the words mentioned like ‘opera
house’, ‘passage way’, ‘mirror’, e.t.c. Further on, the
picture and the sound are top quality, as this is an
expensive commercial production.
There are some long pauses in the extracts so the
language is not so dense, while the speech is quite clear
and not delivered so quickly as to present serious
comprehension problems for B2 students. Moreover, the
opera songs are sung in low rate of speech delivery while
they repeat many phrases which makes it easier for the
students to follow and also renders the language content
and level acceptable. The accents are standard English
and is quite easy for the students to understand the
language. In this context, even Madame Valerius’ false
French accent presents more of a challenge rather than a
problem.
3. Video Based Reading Lesson
3.1 Aim and Objectives
The main aim of the lesson remains the same that the
textbook states in the teachers notes (see Appendix II,
ex. C), which is to give practice to students in reading
for details. Some of the objectives are to familiarize
students with new vocabulary, to learn how to compare
different media, to integrate skills like speaking and
10-13-66-1-KLEANTHIDISIOANNIS-69540 9
writing, to present new vocabulary e.t.c. (see Appendix
III).
3.2 Teaching Procedure
The whole idea is based on an actual reading lesson
taken from the text book ( see Appendix I) I use for this
class. Instead of creating something overtly original, I
chose to alter the activities of the book about the
reading lesson and add some video based activities which
serve the main aim of the actual lesson. I thought that
adding video activities to a given lesson from the
textbook would be more realistic for a teacher who
attempts to learn how to work with video as this would
both save time and would not deviate much from the
syllabus.
3.2.1 Pre-Reading/Pre-Viewing
As this is a reading lesson with the support of video,
the stages get a little blurry but not confusing. That
means that the pre-reading phase is an actual viewing
activity which in itself works as a pre-viewing for the
video that follows as well. So, in Task 1 (see Appendix
IV and V) I use one of Tomalin’s suggested techniques of
playing the video without the picture on (Tomalin, 1990,
cited in Kanellopoulou, 2005). This is followed by Task 2
which is some general and personal questions. The
objectives of the two tasks are to activate relevant
schemata, prepare the reader/viewer for what is going to
10-13-66-1-KLEANTHIDISIOANNIS-69540 10
follow, wake their personal prior knowledge to the
following theme and thus enhance comprehension (Anderson,
1994, pp. 178-179; Grabe, 2004, p.50).
3.2.2 While-Reading/While -Viewing
This stage is divided in two phases. The first phase
(Tasks 1,2,3) (see Appendix IV and V) acts as a
familiarization with the characters, the plot of the
story and presenting some new language. These are
important so when the students will watch and read the
actual text and video will be familiar with details which
will assist comprehension. This phase also puts the
students into the habit of referring both to the video
and the text in order to compare information, a technique
which will be extensively required in the second phase.
The second phase is where viewing and reading actually
merge to create an environment to promote text
comprehension. Students are required to read the main
text form their textbook and then watch the corresponding
movie extracts. While watching they will need to jot down
differences between the text and the movie extracts.
There are questions on specific differences, so students
will not drift away as the two mediums can offer a vast
pool of information about differences. However, there is
also some provision for student’s original thoughts in
the last question of the task, in case they want to talk
about a difference they found interesting
10-13-66-1-KLEANTHIDISIOANNIS-69540 11
By asking the students to compare the book with the
movie I attempt to create an activity where “the goal of
the reading task is not to learn the words in the text,
but to understand the text.” (Grabe and Stoller, 2002, p.
108). Moreover, I also try to make students treat the
text in a TAVI (Text as a Vehicle for Information) rather
than a TALO (Text as a Linguistic Object) approach
(Jonhs and Davies, 1983, p. 4). In order to do that I
provide the students with an authentic video to compare
with the authentic text given, where grammatical and
vocabulary difficulties would be overcome by the
student’s awareness and interest of the topic. In this
way I think that the main aim of the course is achieved.
3.2.3 Post-Reading/Post Viewing
In this stage the students are asked to form groups and
discuss their findings, with reference to both text and
the video. It is essential that there will be a laptop in
each group so they will be able to prove their points by
watching the points they need again. The reasons for this
activity is to integrate speaking using the topic
language used and draw away from a teacher fronted
feedback on the answers. It is also a chance to elicit
language by asking the students to contribute with their
own spotted differences of the text.
10-13-66-1-KLEANTHIDISIOANNIS-69540 12
4. Conclusion
In this assignment I have tried to teach students how
to read for details and information with the use of video
activities. Comparing similar messages through different
media requires a thorough understanding of the text (both
written and recorded), so students are actually trained
in text comprehension with the aid of video. Moreover,
the text form their textbook becomes ‘alive’ by the use
of video and thus more interesting and motivating, and
this is I think one important reason for the use of video
in classes were motivation is lacking.
10-13-66-1-KLEANTHIDISIOANNIS-69540 13
References
Allan, M. (1985). Teaching English with video. London: Longman.
Anderson, N.J. (1994). ‘Developing active readers: apedagogical framework for the second language readingclass’ System, 22/2: 177-194.
Arcario, P. (undated). ‘Criteria for selecting video materials’. In S. Stempleski & P. Arcario (Eds.) (1992), Video in language learning: Using selecting and producing video for the classroom. Alexandria VA: TESOL, 109-121.
Grabe, W. (2004). ‘Reasearch on teaching reading.’ Annual Review of Applied Linguistics, 24:44-69.
Grabe, W. & Stoller, F.L. (2002). Teaching and researchingreading. London: Pearson.
Hill, B. (1999). Video in language learning. London: CILT (Online). Available from Education Resources Information Center, at http://files.eric.ed.gov/fulltext/ED455682.pdf, accessed 12 November 2013).
Johns, T. & Davies, F. (1983). ‘Text as a vehicle forinformation: the classroom use of written texts inteaching reading in a foreign language.’ Reading in aForeign Language, 1/1: 1-19.
Kanellopoulou, M. (2005). “The use of video in thelanguage classroom”. In D. Slaouti & M. Kanellopoulou(Eds), Educational technology in english language teaching. Vol. 1Patras: Hellenic Open University, 101-186.
Tomalin, B. (1986). Video, TV, and radio in English class. London: MacMillan.
10-13-66-1-KLEANTHIDISIOANNIS-69540 14
Tomalin, B. (1990). Video in the English class, Techniques for successful teaching, BBC English.
Willis, J. (1983). ‘101 ways to use video’. In J. McGovern (Ed), Video applications in english language teaching. Oxford: Pergamon, 45-55.
The text book used is called ‘Traveller’ and it has been written by H. Q. Mitchell and published by ‘MM publications’ in 2009.
Appendices
Appendix I: Page from the textbook with the reading
lesson………………….p. 12
Appendix II: Teacher’s notes form the
textbook……………………………….p. 13
Appendix III: Original Lesson
Plan…………………........................................p. 14
10-13-66-1-KLEANTHIDISIOANNIS-69540 15
Appendix IV: Reading/Viewing task sheet……………………………………p.
15
Appendix V: Teacher’s notes………………………………………………….p. 18
Appendix I
10-13-66-1-KLEANTHIDISIOANNIS-69540 16
Appendix III
Lesson Plan
Phantom of the Opera - Lesson plan
Procedure Aims Time
Pre-Reading/Pre-Viewing
1. Tasks 1, 2
Music and song to arise interest. Introduce topic. Blank screen to create suspense. Personal questionsto get the student involved,reduce anxiety and generate discussion based on studentspersonal experience. Activate content and form schemata. Create a purpose for reading.Predicting.
7 min
While-Reading
Phase 1
2. Task 1, 2, 3
Phase 2
3. Task: 4
Read for information. Pooling ideas and getting facts.. Figuring out interrelations of ideas.
Information Transfer. Comparing. Fishing out main ideas. Identifying information not given in thetext.
13 min
20 min
Post-reading4. Task: 1. Integration with speaking.
Recycle vocabulary
10-13-66-1-KLEANTHIDISIOANNIS-69540 19
encountered in the lesson. Retrieve knowledge gained through reading of and interaction with the text and video and apply it in a different context, for a different purpose. To personalize.
10 min
Total lesson time estimate 50 minutes
Appendix IV
Reading/Viewing task sheet
READING/VIEWING TASK SHEET
Pre-Viewing/Pre-Reading
1. Before you open your books you will listen to a song from a movie but you will not watch what is actually happening.
2. After listening to the song try to answer these questions orally:
-Do you know the song?-Does it remind you of something?-Anyone knows the story?-If not, what do you think it is
about?
While-Reading/While-Viewing
1. Open the book (p. 70) and have a look at the picture. Then read the introduction (the first
10-13-66-1-KLEANTHIDISIOANNIS-69540 20
paragraph in the black box; from “The beautiful singer…..” until “…to harm Christine”).
2. Now you will watch an extract from the movie which conveys some of the information you have read on thetext. Try to identify the following characters:
-Christine Daae-Erik-Angel of Music-Raul-Phantom of the Opera
3. These words are taken from the book’s introduction.
-Beautiful singer
-Overnight success
-Paris Opera house
-Mystery
-Singing lessons
-Opera house ghost
-Childhood boyfriend
Watch the extract again and tell me how this information is portrayed in the movie. Take notes while listening. Before watching do you know what
Understudy: …………………………………………….
Chorus girl: …………………………………………….and Overnight success : …………………………………...
10-13-66-1-KLEANTHIDISIOANNIS-69540 21
mean?
4. Now read the actual book extract from the book (p. 70,App. ….). After that you will watch the corresponding movie extract and you will have to find differences between the movie and the book. Try to answer the following questions
How is the feeling of fear portrayed? In the book:………………………………...
In the movie:..……………………………
Who locks the door? In the book:………………………………...
In the movie:..……………………………
Why do they part from each other? In the book:………………………………...
In the movie:..……………………………
Where is Raul when Christine vanishes through the mirror?In the book:……………………………..
In the movie: ..……………………………
What does Raul hear? In the book:………………………………...
In the movie: ..……………………………
What happens with the mirror after Christine and Erik disappear?
In the book:………………………………...
In the movie: ..……………………………
Do Raul and Christine meet after the incident?
10-13-66-1-KLEANTHIDISIOANNIS-69540 22
In the book:………………………………...
In the movie: ..……………………………
Feel free to mention more differences that you found intriguing.
………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………….
Post-viewing/Post-reading
Task 1
In groups of 4 compare notes and reach unanimous results,referring to the text and the movie extracts. Keep notes in order to report to the class.
10-13-66-1-KLEANTHIDISIOANNIS-69540 23
Appendix V
Teacher’s notes
Teacher’s notes
Phantom of the Opera
Pre-reading / Pre-viewing
Task 1: Instead of doing the books pre-reading activity (A. Discuss, pg. 70, App. …) play the first scene (00:00-01:48). The screen is either covered or blacked so no images are visible. Students come in and have their books on their desks without opening them. Askthe students to listen to the song.
Task 2: Then ask the class:-Do you know the song?-Does it remind you of something?-Anyone knows the story?-If not, what do you think it is about?
Take random answers and make sure that everyone understands that ‘The Phantom of the Opera’ is a book which was turned into a successful Opera and then into a
10-13-66-1-KLEANTHIDISIOANNIS-69540 24
musical movie. Use background information from teachers’ book (pg 70, App. ….).
While-reading / While-viewing
Phase 1 (Tasks 1, 2,3)Students open the book, have a look at the picture
and are asked to read the introduction only, that is the first paragraph which presents the characters and the setting so students will be able to follow the extract ofthe book. Before they start reading I explain to them that later on they will watch an extract from the movie where the same information is available and they will have to compare the written text with the movie extract.
After they read the introduction paragraph and before they watch the movie extract I ask them to identify the following characters in the movie extract (01:49-06:50).
-Christine Daae-Erik-Angel of Music-Raul-Phantom of the Opera
I stop the movie and we identify the characters. Then I give this list of words on the board: -Beautiful singer
-Overnight success-Paris Opera house-Mystery-Singing lessons-Opera house ghost-Childhood boyfriend
These words are taken from the book’s introduction. I pre-teach the word ‘understudy’ and ‘chorus girl’ so they will have a clue on how to interpret the ‘overnight success’ expression. I ask the students to watch the extract again and tell me how this information is portrayed in the movie. They are encouraged to take noteswhile watching if they need to.
10-13-66-1-KLEANTHIDISIOANNIS-69540 25
Phase 2 (Task 4)Students are asked to read the actual book extract
from the book (p. 70, App. ….). Then I tell them that they will watch the corresponding movie extract ( 06:51-14:23) and that they will have to find differences between the movie and the book. I give them a handout with the following questions after they have read the book and before they watch the movie.
Questions on the handout:
How is the feeling of fear portrayed ? In the book:………………………………...
In the movie:..……………………………
Who locks the door? In the book:………………………………...
In the movie:..……………………………
Why do they part from each other? In the book:………………………………...
In the movie:..……………………………
Where is Raul when Christine vanishes through the mirror?In the book:……………………………..
In the movie: ..……………………………
What does Raul hear? In the book:………………………………...
In the movie: ..……………………………
What happens with the mirror after Christine and Erik disappear?
In the book:………………………………...
In the movie: ..……………………………
10-13-66-1-KLEANTHIDISIOANNIS-69540 26
Do Raul and Christine meet after the incident? In the book:
………………………………... In the
movie: ..……………………………
Post-reading / Post-viewing
Task 1: Get students together in groups of 4 and ask them to compare notes and reach unanimous results, referring to the text and the movie extract. In each group there will be a laptop with the movie extracts so students will be able to watch again the scenes they need.
If there is time, talk about the results in class.
10-13-66-1-KLEANTHIDISIOANNIS-69540 27