Sunday, March 19, 2017

The Emperor's New Groove: Movie Worksheets

(Movie Worksheets)


Link to Folder on Google Drive HERE

Slideshow Presentations on Google Slides
Part 1 (slides, pub), Part 2 (slides, pub), Part 3 (slides, pub), Part 4 (slides, pub), Part 5 (slides, pub), Part 6 (slides, pub), Part 7 (slides, pub), Part 8 (slides, pub), Part 9 (slides, pub), Part 10 (slides, pub), Part 11 (slides, pub), Part 12 (slides, pub), Part 13 (slides, pub), Part 14 (slides, pub), Part 15 (slides, pub), Part 16 (slides, pub), Part 17 (slides, pub), Part 18 (slides, pub), Part 19 (slides, pub), Part 20 (slides, pub), Part 21 (slides, pub), Part 22 (slides, pub), Part 23 (slides, pub), Part 24 (slides, pub), Part 25 (slides, pub), Part 26 (slides, pub), Part 27 (slides, pub), Part 28 (slides, pub), Part 29 (slides, pub)

Worksheets on Google Docs:
Part 1 (docs, pub), Part 2 (docs, pub), Part 3 (docs, pub), Part 4 (docs, pub), Part 5 (docs, pub), Part 6 (docs, pub), Part 7 (docs, pub), Part 8 (docs, pub), Part 9 (docs, pub), Part 10 (docs, pub), Part 11 (docs, pub), Part 12 (docs, pub), Part 13 (docs, pub), Part 14 (docs, pub), Part 15 (docs, pub), Part 16 (docs, pub), Part 17 (docs, pub), Part 18 (docs, pub), Part 19 (docs, pub), Part 20 (docs, pub), Part 21 (docs, pub), Part 22 (docs, pub), Part 23 (docs, pub), Part 24 (docs, pub), Part 25 (docs, pub), Part 26 (docs, pub), Part 27 (docs, pub), Part 28 (docs, pub), Part 29 (docs, pub)

Procedure
Each lesson follows the same procedure.
1. New vocabulary is presented to the students on the slideshow.
2. Students read through "The Story Last Time" section on the slideshow.  (This is the part of the movie that the students have already seen in the previous class).
3. Before watching the movie, the students are presented with a gist question (on the slideshow)
4. Students watch a short section of the movie (The students re-watch the section of the movie covered under "The Story Last Time" and then also watch a short section of new material)
5. Students answer the gist question (full class feedback)
6. Students are given the worksheet, and fill in the gaps in the sentences.  (Either from memory or using contextual clues).
7. Teacher plays the movie again.  Students listen and check their answers.
8. Full class feedback using the slideshow to check the answers
9. A short grammar point is presented on the slideshow (From part 16)

Further Instructions

These worksheets were designed for young learners CEF level A1, but I believe can be used for any level above that as well, and could also be used for adult classes.
Each lesson consists of watching a 5 minute movie clip (time is approximate).  Of this movie clip, half is a re-watching of the previous lesson, and half is new material (again approximately).
By the time all the activities are completed, however, each lesson can take about 40 or even 50 minutes. If you don't have this much time to spare in your lesson, activities can be deleted to bring the time down.

1. Vocabulary stage: The students try to guess the word before it is shown.  The slideshow is set up so that the first click shows the dictionary definition, the second click shows the picture, and the third click shows the answer.
The students are given roughly 15-16 vocabulary words.  The first ten of these words will show up again on the worksheet, which means the students will be responsible for identifying these words.
The last 5-6 words are bonus words.  These words will not be on the worksheet, but are given to the students as a little extra vocabulary bonus.

2. The Story Last Time Stage: Ideally the students read this outloud together as a group.  Assuming a class of students that is willing to do this.  (My children's classes will willing to do this.  My adult classes were not).
As a teacher, I correct any pronunciation mistakes as they occur.  If the students have any questions about the sentences, I answer them.  But if there are no questions, I do not explain everything.
In my children's classes, the children are rewarded at this point if they all read through the section nicely.  (They are each given a star for reading nicely, and if the whole class reads nicely, they get one step closer to being able to play a game at the end of class.)

3.  Gist Question: Students are given three options, and given the opportunity to speculate on the answer before watching the movie.

4.  Watch the Movie: For children's classes, the children sometimes require an incentive to be quiet during the listening section.  Each child that listens quietly gets a star, and if the whole class listens quietly, they get one step closer to being able to play a game at the end of class.  (In my class, laughing during the movie is allowed, but talking during the movie is not.)
Because I did not have access to a proper DVD of this movie out in my current context (Vietnam), the slideshow contains links to various websites hosting copies of the movie.  Many of these websites are unreliable, so I included several of them on the slideshow--in case one doesn't work, another one can be tried.
It's probably only a matter of time before all of the links become invalid because of copyright enforcement.  You're best bet is to probably just get a hold of a DVD of this movie, if at all possible.
For each lesson, I start the movie at the beginning of "The Story Last Time" section--i.e. the students start out by watching the part of the movie that they have just gotten done reading through.  I stop the movie when we get to the end of the worksheet for that day.

5. Students answer the gist question (full class feedback)

6. Students are given the worksheet, and fill in the gaps in the sentences.  (Either from memory or using contextual clues).
In my classes, half of the students were able to do this, and half were not.  The stronger students had the words all filled out before we played the movie a second time.   The weaker students were not able to match the words from the contextual clues, and instead they used this time to do the vocabulary section.
During this stage, I walk around the room.  If students have problems with the vocabulary matching section, I help them with the answer.  If they have problems with the sentence gap fill sections, I just encourage them to take their best guess, and tell them we'll check it together later.

7. Teacher plays the movie again.  Students listen and check their answers.
I keep my finger next to the pause button, and after each answer is given, pause the movie.  The students yell out the word they just heard.  I write the answer up on the board to ensure everyone can see it.  I wait for slower students to write down the answer before proceeding with the movie.
After all the answers have been identified, for children classes, if the class is reasonable small and if I have a teaching assistant, the teaching assistant and I go through and check each child's paper individually to make sure they have all the right answers and the correct spelling.  (I've discovered that sometimes the children will become careless about spelling if they think there paper is not going to be checked.  So this is one way to combat that.  However for larger classes, or classes where I have no teaching assistant, it takes more time than it's worth to check every child's paper.)

8. Full class feedback using the slideshow to check the answers.
For the sentence completion section, individual students are nominated to give the answer.  For the vocabulary section, the whole class shouts out the answer.

9. A short grammar point is presented on the slideshow.
This is only from part 16.  (The reason being that I didn't get the idea for doing it until that point).  The students are presented with a grammar point and a short explanation of that grammar point.
They are then presented with examples of that grammar point from the movie.  (The grammar point du jour is always something that was present in that lesson, but any examples from previous segments of the movie are also included in the slideshow).
When looking at previous examples of the grammar point, there is always some sort of elicitation task in which students have to supply the missing words to the sentences.
In many cases, the students can't reasonable be expected to remember the missing words, but memory isn't really the point here.  The point of the elicitation task is just to focus the students' attention on the sentence.  After they attempt to remember or guess the answer, I click the slideshow, and the correct answer will pop up.

Rationale, Explanations, and Further Ramblings

Why show movies in class?
The reason for showing movies in the classroom is based off of the idea that students benefit from receiving a lot of input.  This is true for all ESL learners, but particularly true for children (who are possibly still in the critical period).  I detailed my thinking on this in a workshop on the Importance of Input with Young Learners.

There are 3 levels of input: graded input, negotiated input, and authentic input.
Ideally the learner should be exposed to all 3.
The majority of the input the student receives should not be authentic input, but rather should be graded or negotiated (For materials on graded input see here, and for materials for negotiated input see here).

However, provided that the learner is also getting plenty of exposure to graded input and negotiated input, I believe that authentic input (such as movies) also have a place in the mix.

Authentic input has many obvious problems--it contains a lot of unknown vocabulary, and contains a lot of grammatical structures that are beyond the student's level of acquisition.

However, provided that both the teacher and the students are willing to accept that a significant percentage of the input will be beyond the students' current level of comprehension, I believe that authentic input does have some benefits as well.
* It allows the student the satisfaction of feeling  that they are engaging with authentic texts on at least some level (If students wait until they are completely fluent before engaging with authentic input, many of them will never get there. )
* It contains rich input
* Although much of the input will be above the student's current level, at least some of the input will be at the student's current level.

The worksheets follow the "Grade the Task not the Text" philosophy.  They were developed for children studying at the A1 or A1+ level of the Common European Framework.  But can be adapted for other levels.

Vocabulary
The students are presented with 10 vocabulary words which they have to match to the sentences.
These vocabulary words are chosen with the aim of finding words that are salient in the text.

Ideally I wanted my students to be able to match the words to the sentences just from the contextual clues, and so selected the words according to which ones I thought were easiest to match.

In other words, the primary purpose of the vocabulary is to provide a reason for engaging with the text, and not for providing the students with useful vocabulary.
As a result, much of the vocabulary the students are presented with is either so low-level that it is  already known to them (e.g. tree, ear), or so specific to the story that it is not particularly useful to them (e.g llama, emperor).
It was hoped, however, that by forcing the students to engage with the text, they would pick up a lot of other vocabulary incidentally.

The criteria for the selection of the bonus vocabulary was inconsistent.  Sometimes it was based on how useful I perceived this vocabulary to be, sometimes it was based on how important I perceived this vocabulary to be for understanding the text, and sometimes it was based on ease of teach-ability (e.g. nouns that could be easily visually represented were favored over more abstract vocabulary).
Sometimes the bonus vocabulary was remembered by the students, and sometimes it wasn't.  However since this extra vocabulary was a "bonus", it wasn't essential to the lesson.  If they remembered it, great.  If they did not, no harm done.

The Story Last Time Stage
I this section, the students read through the section they had watched in the previous lesson.

The pictures come from this website here.  (Which is, by the way, a very helpful resource).

This is a continuation of something I started doing with The Secret of Nimh, and the rational remains the same.

The purposes of having the students read the script are:
1) Mainly, to force attention on the input.
It is thought that some of the grammar structures and vocabulary might escape attention during the movie, but that students would have more opportunities to absorb the input if they read through it.
That being said, only the input that is at the students' level of acquisition is going to be beneficial for them.  So in this activity, they will be reading through a lot of material that they are not yet ready to acquire, but I'm assuming that this will do them no harm.
2) To encourage bottom-up listening.
When the students watch the movie at normal speed, they may have trouble catching the individual words, or distinguishing word boundaries between words.  Reading through all the words, and then listening to the movie again, will hopefully improve students bottom-up listening skills by helping them to match the sounds they are hearing to the words that they have previously read.
3) To encourage reading skills:
Previously, I used to use a lot of picture books with my Young Learners classes.  This is an effort to continue using picture books, but to make the movie itself into a picture book.
4) To encourage correct pronunciation habits
Although I don't explain the grammar or vocabulary (unless the students ask me to) I do correct any wrong pronunciation.  I figure that encouraging the correct pronunciation of all of these words now will help them in the future.

In my classes, I had a mixed reaction to "The Story Last Time"  activity.  The afternoon class didn't mind it so much but the  morning class really hated it.
I think the morning class's primarily objection was they found it tiring to read so much.  Also they found it boring, since they had already seen that part of the movie.
Also the morning class just seemed to enjoy this movie in general a lot less than the afternoon class, and I think that carried over to their resentment to reading the script again.  (The afternoon class enjoyed the movie so much that I think they didn't mind spending more time with it.)

If a class really hates the activity of reading "The Story Last Time", does the negative emotions outweigh any of the potential benefits?  I don't know--possibly.  I guess it's something to think about before doing this activity again, at any rate.

If any other teachers are using this material, I suppose it might be something to consider.  If your class really hates this section, you may want to think about cutting it out or adjusting it.

Listening for Gist
This is something I've not done on any of my previous movie worksheets, but I decided I should add it to make the lesson conform more to the CELTA style.
In the CELTA style, you always have to give the listeners a task for any listening they do.
In the past, I haven't been doing this so much, because I figured if the listeners are naturally engaged with the material, you don't need a task to force their attention.  But I added this section anyway just to make it more CELTA-style-esque.

Movie Worksheets
The movie worksheets underwent a bit of a change in style halfway through.
At first, as with The Secret of Nimh worksheets, the worksheets were designed to show all of the dialogue from the previous section, plus all of the dialogue from the new section.
The theory was that this provided the students an opportunity to read and listen.  (When students were doing the gap-fill, they were focused on getting the correct answers in the gaps, and there was no opportunity for them to just watch that section of the movie undistracted while following along with the script).
Although there was no task forcing the students to read and listen, it was hoped that at least some of them would just on their own initiative.
However, including this much dialogue on the worksheets came at a cost, because it meant I had very little room to include new dialogue on the worksheet.  (I kept myself to a strict limit of only 4 pages per lesson).  And as a result, this meant we were moving through the movie very slowly, and I worried I was losing the students' attention.
Plus, very few students were taking advantage of the opportunity to read while they watched the movie.  They preferred to just focus on the screen and watch the animation.
So, eventually I decided to cut that part out.  The students were already doing one reading with "The Story Last Time" section, and that would have to be sufficient for the bottom-up listening component.


I decided that each new movie worksheet should consist of 2 pages of new dialogue.
I didn't want to go more than 2, because all of the dialogue from the previous lesson is always recycled on "The Story Last Time" section, and I didn't want to risk exhausting the students by expanding "The Story Last Time".  So that left me with two pages of new dialogue, one page for vocabulary matching, and one page in which I recycled however much of the old dialogue would fit on one page.
With the one page of recycled dialogue, I decided to leave in the gap fills from the previous lesson.  Some students were able to complete these by memory, but that was okay.  It increased their confidence to get a few easy answers.
For the repeated dialogue section, I didn't stop the movie after each answer, but stopped it at the end of the repeated dialogue section to check all the gap fills that were repeated, before moving on to the new section.
This change happened from part 15 onwards.

I changed things up yet again a few worksheets later.  I decided that since I had about an extra page to fill up anyway, I should just use some of the stage directions.
The source I was using as my base for the script--here--had a lot of stage directions included.  Previously I had been editing out all the stage directions, but I thought why not just leave them in?  There was no task to force the students attention on the stage directions, but it was hoped that some of the students might glance at them anyway, and that would be added input.  So from part 20 onwards I began including the stage directions with the worksheet.
In order to keep the worksheets to the same amount of new dialogue as before, I worked out what would be 2 pages of dialogue without the stage directions, then added the stage directions back in.  If I had any left over space, I used that to recycle the dialogue from the previous lesson.

Grammar
This is a new idea I got after reading Uncovering Grammar by Scott Thornbury.  (I'm behind on my book reviews, but hopefully I'll get around to reviewing it soon.)
Scott Thornbury makes the point that sometimes learners don't notice the grammar in the input until it is pointed out to them.  After the grammar is pointed out to them, the learners might begin noticing it more in future input.
So, I decided to add on little noticing tasks at the end of each movie worksheet.
The noticing tasks highlight a grammar item that was present somewhere in the new dialogue for that particular lesson.
I then went back through the old dialogue to try to find other examples of that grammar point.
The purpose of this little task is not to get the learner to acquire the grammar point productively.  It is only to get the learner to notice the grammar point in the input, and it is hoped that this will cause the learner to be more attentive to this same grammar point in future input, and that this repeated noticing will ultimately make it easier for the learner to acquire the grammar point at some point in the future.
This task is also partly influenced by what I read in Rules, Patterns and Words by Dave Willis.  Dave Willis believed that grammar points should be presented to students using sentences selected from authentic material that the students had previously comprehended for input.

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