Phantom of the Opera Text and Movie

Video Assignment for AGG66

‘Phantom of the Opera’ Text and Movie

Teaching Reading with the Use of Video

Ioannis Kleanthidis

22 November 2013

10-13-66-1-KLEANTHIDISIOANNIS-69540 2

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


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


Introduction


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


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”.


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


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


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


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


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.


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.


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.


http://files.eric.ed.gov/fulltext/ED455682.pdf

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


Appendix IV: Reading/Viewing task sheet……………………………………p.

15

Appendix V: Teacher’s notes………………………………………………….p. 18

Appendix I


Page from the textbook with the reading

lesson

Appendix II


Teacher’s notes form the textbook


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


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


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 : …………………………………...


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?


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.


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


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.


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: ..……………………………


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.


Phantom of the Opera Text and Movie

Documents

Transcript of Phantom of the Opera Text and Movie