Unit IV Title Developing Multimodal Skills

Title of the Lesson Viewing Skills

Duration 1.5 Hours

Introduction

As part of the multimodal strategies, viewing is an innovative skill which can improve fluency in
the English language by developing the critical viewing skills of the students. Such skills include
guided viewing which can improve viewing comprehension skills, allowing students to ask
questions before, during, and after viewing. The visual texts enable both teacher and learners
to share common experiences by making connections with the visual information. Visuals such
as stories or movies describing the scenes, characters, and plot help the learners to get a
clearer understanding of the visualized text. In addition, the students are encouraged to make
inferences and predictions by means of analyzing carefully the ideas and situations in the text
based on background knowledge to make conclusions of what is about to happen. The process
of reading these visuals addresses some of the following elements: interpreting the internal
content of the visuals, interpreting the internal construction of the frames, recognizing the
external forces and factors shaping the visuals, comparing and contrasting media
representations with reality, and recognizing and responding to the potential impact of visual
form and contents.

Objectives/Competencies

1. Define viewing skills.

2. Discuss the topics one can choose from in improving viewing skills and other related skills.
3. Identify the skills to be improved while viewing.
4. Examine the negative effects as well as the benefits of TV viewing.
5. Enumerate the importance of viewing as one of the multimodal strategies in
developing fluency in the English language.
6. Discuss the ways to improve viewing skills.
7. Explain the importance of watching and reading the news during community quarantines.
8. Utilize critical thinking skills in identifying fake news.

Pretest

Analyze carefully the scrambled letters to identify the types of TV programs. Supply the
missing letters. The first letter of each number is correct.

1. Paso s___
 
 2. Okermave m_______
3. Skid k___

4. Posrts s_____

5. Alitery r______

6. Darycuenotm d___________

7. Amard d____

8. Corekyo c______

9. Iwfeldil w_______

10. valert t_____

Lesson Proper/Course Methodology

ACTIVITY

To further improve viewing and other related skills, choose any from the topics given below:

1. Humanitarian Media Award

2. Tax

3. International Issues

4. Human Safety/Health Tips

5. Laws/Bills/Presidential Decrees. Etc.

6. International Relations/International Disputes

7. Transportation/Traffic, etc.

8. Celebrities/Shows/Young Stars/TV series/Korean/Japanese telenovela

9. Culture and the Arts/Theater/Talents Abroad

10. Goodwill
11. Police/Crimes/Ambush/Drug Cases

12. OFW’s

13. Economy/International Market/Price Increase

14. Good Governance/Election/Leadership

15. Weather/Natural Calamities/Climate Change

16. Employment/Work
 
 17. Media and the Arts/FB/Twitter/Instagram/Blog/Email

18. Policies(School/Barangay/Regional/National/International)

19. Infrastructure/Road Widening/LRT/SLEX

20. Indigenous Groups/Cultural Minorities

Direction:

Watch TV or visit internet website after choosing any topic given above which interests you.

Using an A4 paper, write 5 new things which you have learned from the topic you have chosen
and watched.

I. TOPIC:

II. TITLE:

III. MAIN IDEA:

IV. CHARACTERS:

V. CHARACTER TRAITS: (Choose only 1 of the characters)

VI. SEQUENCE OF EVENTS: (Write a paragraph for each part.)

A. Beginning

B. Middle

C. End

VII. THEME:

ANALYSIS

The following are skills to be improved to open the opportunities for students who are engaged
in multimodal strategies:
● Listening. ​To listen (e.g. lectures and seminars) to and take relevant notes to be more
aware of typical language and authentic texts used in lectures giving them guided practice
as well as strategies for dealing with difficulties

● Reading. ​To read differentiated materials in order to be more familiar with the distinctive
language used in various subjects, text structure and ​strategies are good for reading
critically and dealing with difficulties (in-class and out of class reading)

● Speaking. ​To be aware of short guided exercises leading to taking part in realistic group
discussions, debate, symposium, conferences relevant to teaching and individual tutorials.

● Writing. ​To be aware of the writing exercise leading to taking part in the actual writing for
organization and taking part in the oral presentation, both supported by teaching and
individual tutorials.
 
● Viewing. To be aware of the visual clues and discover further understanding and interest in
what is going on or should be the focus of the sequence, whether as a standalone activity
or in addition to listening.

ABSTRACTION

The significance of visual media in the 21st century should not be undermined, since the major
concern of educational transformation is life-long learning, it is the task of every educator to
develop among the youth, the 21st century skills which include digital literacy specifically
viewing skill that enables him to participate in the global arena. Indeed, these skills are
necessary for students to master in order perform well in school and to be successful in life in
this digital age.

According to Bullecer (2017), To what extent as a learner do you take advantage of the visual
media for learning English communication skills? Explain your answer and give specific
examples.

Watching Television

TV is a media platform that excites people, appeals to their different senses, creates
consciousness, and encourages learning among the viewers.

In the previous years, forms of media such as television, radio, newspapers and magazines
greatly changed though television though it still accounts for the single largest proportion of
students’ “screen time.” They now have many video-based media available to them, and use of
these has grown dramatically, with some data suggesting this has led to an overall increase in
viewing of television content.

TV viewing is loved by lots of children and teenagers (99 % in 2009), and nearly all of them have
television sets at the comfort of their own homes (71% in 2009). But this habit has plunged in
the last 20 years. However, watching TV through gadgets like PC, tablets and other mobile
devices has revived this habit by increasing viewing to 38 minutes each day in 1999 to 2009
based on a national research. The average amount of television watching increases to
four-and-a-half hours per day. Total daily media exposure is equivalent to ten hours, squeezed
(through multi-tasking) into about seven-and-a-half hours of time (Child Trends Databank
(2014).
 

Negative Effects of Watching Television

Although current evidence falls short of establishing causal relationships, excessive television
viewing is associated with a number of negative outcomes for children. Youngsters who are
heavy TV viewers have the tendency to experience discontentment, avoid homework, engage
less in thinking, get poor grades, and perform poorly in mathematics.

Activities that contribute to positive development may be neglected. When mothers watch
educational programs with their infant, they tend to engage in less conversation. In addition,
when extensive television viewing is coupled with another risk factor, such as low parental
involvement, this is linked to higher levels of children’s behavior problems. For example,
children who watched more than three hours of television a day, who communicated poorly
with parents, and whose parents knew few of their friends, had greater levels of “externalizing”
(acting out) and “internalizing” behaviors (such as depression), according to one report (Doctor
NDTV, 2017).

Heavy media use may interfere with physical health, particularly with sleep and physical
activity. Too much TV watching while very young affects attention span and persists up to
adulthood and can cause insomnia. Teenagers who spend between 3 to 5 hours in watching TV
daily have the greater tendency to have sleep problems when in their early twenties.

Infrequent exercise and obesity are concerns often linked with excessive media use. However, a
2010 report found no relationship between heavy media use (including television, Internet,
music movies, and video games) and physical activity. Overall, research on the link between
obesity and media use has been mixed. According to studies, aggression among children is
attributed to violent movies.
In particular, excessive exposure to violent television programs may increase aggression levels.
Young adults who routinely watch violent television programs as children (6- to 10-year-olds)
exhibit more aggressive behaviors as young adults than their peers who watch no violent
television. Another study finds a link between viewing violent television in adolescence, and
drug dependence several years later.

Watching television, as usually measured, has been found to decline in previous years among
teenage students. The percentage of eighth- and tenth - graders who reported watching four or
more hours of television on an average weekday decreased between 1991 and 2012, with the
largest drops occurring among eighth-graders (from 36 to 22 percent), followed by
tenth-graders (decreasing from 28 to 20 percent). After decreasing in the early 1990s, excessive
television watching among twelfth-graders has remained steady since 1995 (Twenge, et al.
(2019)
 
Certain percentage of the learners per grade level who watched one hour of television or less
per day increased between 1991 and 2012, from 20 to 38 percent among eighth-graders, from
29 to 42 percent among tenth-graders, and from 38 to 43 percent among twelfth-graders.
However, as noted earlier, television content is now available on a variety of devices. Using this
more inclusive definition of TV watching, use among 8-18-year-olds increased between 2004
and 2009. Children ages 11-14 watched the most TV content in 2009 between five hours and
three minutes daily.

Benefits of Watching Television

Television programs are a potential source of authentic input for EFL learners and while there
are certain characteristics of television that may make it comprehensible there has not been
any prior research involving comprehension of full-length episodes of television. It is unknown
at present the extent to which language learners can comprehend episodes of television. There
are factors, however, that might contribute to comprehension of television including: the
imagery that accompanies the aural input from television programs, accumulation of
background knowledge from viewing related episodes of television, and the vocabulary
knowledge of the viewers. Listening comprehension studies have found that the imagery
associated with video can lead to increased comprehension (Rodgers, 2013).

Past researches have indicated that knowledge about a video prior to viewing can result in
increased comprehension and that background knowledge about videos may be acquired
through viewing related videos . In reading researches have indicated that a language learners’
vocabulary knowledge is an important factor in comprehension. The relationship of these
factors to episodes of authentic television has been largely ignored yet knowledge of how these
factors contribute to comprehension of television may determine the suitability of television as
listening input for language learners.
Having excellent viewing comprehension skills is crucial. It increases the enjoyment and
effectiveness of visualizing in connection to a student’s personal life. Being able to understand
the meaning behind the visual material helps learners develop intellectually and skillfully.

Ways to Improve Viewing Comprehension

Heick (2020) suggested ways to improve viewing comprehension skills.

1. Asking Questions. ​Asking students questions before, during and after viewing helps them to
fully understand what to view and what is going to occur as they view. (The teacher can
provide a template in doing each part of the activity).
 

Before Viewing

a. Why is there a need for making the title and cover as basis for the materials?

b. What are the different kinds of characters portrayed?

c. What do you know about this topic?

During Viewing

d. What is happening in the story?

e. How will the character handle the situation?

f. Which parts of the story you don’t thoroughly grasp?

After Viewing

g. What is the theme of the story?

h. Summarize the story using your own version.

i. What are the most significant events found in the story?

2. Make connections. ​As the teacher and the students view, sharing experiences would help
learners relate to the visual texts. They may also be asked to share theirs. They should be
reminded how important it is to make connections with the visual information.
3. Create the visual. ​Sometimes students have a hard time grasping visual information. The
teacher should help them visualize by describing the scene, characters, and plot. She can
even ask them what they are visualizing and have them draw (in mind) what was viewed to
help them get a clearer understanding of the visualized texts.

4. Make inferences and predictions. ​Both inferences and predictions go together and are
figured out through asking the right questions. Making inference is a skill in analyzing
carefully the ideas and situations in the text based on background knowledge so as to make
conclusions of what is about to happen. In guiding students to infer, make them predict
what can happen as an effect of a given situation.

a. Inferring Questions:

1. What does the author imply?

2. What do you think the character did?

b. Predicting Questions:

1. What do you think will happen next?

2. Based on the story’s continuation, what possible events can happen?

 

Figure out what’s important. ​There are facts in the story and some of them are more
significant than the others. The learners may be asked to create his or her own story map or
download one and jot down the setting, characters, problem, order of events, and conclusion.
This will help teach learners a story structure, which is used for better viewing comprehension.
Story maps help give a visual representation of what is happening and help students to stay
organized.
APPLICATION:

Direction: ​Based on the above guidelines, what is the most ridiculous news about COVID19 you
have ever heard, seen, and read? Write your essay about it using some or all of the 10 steps in
identifying fake news.

Reflections and Insight:

Which part of the story you have watched touched you most? Why? Write a 10 sentence
paragraph about it on separate sheets of paper.
 
Post-test

A. Watch any of the following movies: Titanic, Forest Gump, and A Walk in the Clouds. If
these videos are not available, you may choose any movie on cd/dvd.

Guide Questions:

1) Describe the main characters in the story.

2) When did the story take place?

3) State the prevailing tone or mood in the story.

4) What are those differences?

Look for some details in the setting of the movie and compare them to the settings in
your place or in some places you have been. What are those differences?

5) Did you learn anything from this movie? If you did, what was it?

6) What is the message of this movie? Do you agree or disagree with it?

7) Is the conflict in the movie between the protagonist and antagonist familiar to you? If
yes, state the similarities and differences.

8) Usually, the story ending can be fulfilling or discouraging. Think of how you solved your
own problems. Recall and write on an A4 paper the time when the solution to your
problems turned out to be fulfilling and the time when it turned out to be discouraging.

9) The ending of the story leaves the viewers a lesson. As a viewer, what did you learn from
the movie you have watched? How can you apply the lesson you learned after watching
the film?

B. Do the same indicated activity. Choose any movie from YouTube or Netflix (For online
Users only).

Instruction: Write a critical analysis essay according to the article titled “Inside

Shanghai’s Robot Bank: China Opens World’s First Human-Free Branch.”

Final Requirement

Watch any movie you have available on CD/DVD and analyze it using the following elements:

1.0 Introduction

2.0 Plot Summary

3.0 Description

4.0 Analysis
 
5.0 Conclusion/Evaluation

Other Parts:

SUGGESTED READINGS AND WEBSITES

Bullecer, W. (2017). Viewing skills: understanding the word and the world.
http://www.apjmr.com/wp-content/uploads/2017/08/APJMR-2017.5.3.2.12.pdf

Heick, T. (2020) . Viewing comprehension strategies: watching videos like you read a
book.
https://www.teachthought.com/technology/viewing-comprehension-strategies-watching
-videos-like-you-read-a-book/

Rodgers, M.P.H. (2013). English language learning through viewing television: An investigation of
comprehension, incidental vocabulary acquisition, lexical coverage, attitudes, and captions.
Unpublished PhD Thesis, Victoria University of Wellington, Wellington, New Zealand.
 
References:

Bullecer, W. (2017). Viewing skills: understanding the word and the world.
http://www.apjmr.com/wp-content/uploads/2017/08/APJMR-2017.5.3.2.12.pdf

Child Trends Databank. (2014). ​Watching television.​ Available at:

http://www.childtrends.org/?​ ​indicators=watching-television

Doctor NDTV. The Harmful Effects of Watching Television for Children ​https://doctor.ndtv.com/
children/the-harmful-effects-of-watching-television-for-children-1698154

Heick, T. (2020) . Viewing comprehension strategies: watching videos like you read a
book.
https://www.teachthought.com/technology/viewing-comprehension-strategies-watching
-videos-like-you-read-a-book/

Rodgers, M.P.H. (2013). English language learning through viewing television: An investigation of
comprehension, incidental vocabulary acquisition, lexical coverage, attitudes, and captions.
Unpublished PhD Thesis, Victoria University of Wellington, Wellington, New Zealand.

Twenge, et al. (2019). Trends in u.s. adolescents" media use, 1976-2016: the rise of
digital media, the decline of tv, and the (near) demise of
printhttps://www.apa.org/pubs/journals/releases/ppm-ppm0000203.pdf