The use of movies to improve B1 students’ vocabulary: a pedagogical proposal

Facultad de Filosofía y Letras Grado en Estudios Ingleses The use of movies to improve B1 students’ vocabulary: a pedagogical proposal. Inés María Peña Dávila Tutora: Elena González-Cascos Jiménez Departamento de Filología Inglesa Curso: 2023-2024 ABSTRACT Vocabulary is considered a basic element to learn a foreign language and the mastery of it involves the improvement of the four language skills (listening, reading, speaking and writing). The accessibility to audiovisual material such as movies and the enjoyment they bring to students compose a motivating educational tool for teaching vocabulary. This Final Project aims to create a pedagogical proposal for third year of secondary education students whose English level should become a B1. The vocabulary addressed in the proposal is chosen according to the curriculum established in BOCYL and it is developed through three selected movies. The pedagogical proposal consists of six sessions (two sessions per movie) containing pre-viewing activities, viewing activities and post-viewing activities. This proposal is practical and applicable to B1 students which enables the usage of movies to learn vocabulary. Keywords: Vocabulary, Language skills, Movies, Educational tool, B1 students, Pedagogical proposal. RESUMEN El vocabulario es considerado un elemento básico para aprender una lengua extranjera y su dominio implica la mejora de las cuatro competencias lingüísticas (escuchar, leer, hablar y escribir). La accesibilidad a material audiovisual como las películas y el disfrute que aportan a los estudiantes componen una herramienta educativa motivadora para enseñar vocabulario. El objetivo de este TFG es crear una propuesta pedagógica para estudiantes de tercer curso de Educación Secundaria Obligatoria cuyo nivel de inglés a alcanzar es un B1. El vocabulario abordado en la propuesta se elige de acuerdo con el currículo establecido en BOCYL y se desarrolla a través de tres películas seleccionadas. La propuesta pedagógica consiste en seis sesiones (dos sesiones por película) que contienen actividades previas a la visualización, actividades durante la visualización y actividades posteriores a la visualización. Esta propuesta es práctica y aplicable a estudiantes B1 lo que permite utilizar películas para aprender vocabulario. Palabras clave: Vocabulario, Competencias lingüísticas, Películas, Herramienta educativa, Estudiantes B1, Propuesta pedagógica. TABLE OF CONTENTS 1. Introduction…………………………….……………………………………….1 2. Justification.…………………………………...………………………………..2 3. Objectives………………………………………………………………………. 3 4. Theoretical framework.……………………………………….………………..4 4.1. Vocabulary instruction…………………………………………………..4 4.2. Castilla and León (BOCYL)…………………………………………..…8 4.3. Common European Framework of References for Languages (CEFR) / Companion Volume (CV).…………………………………………….…8 4.4. Usage of audiovisuals …………………………………………….……13 4.4.1. Reasons to teach through movies…………………………………13 4.4.2. Criteria for choosing movies……………………………..………14 5. Methodology and design………………………………………………………15 5.1. Pedagogical proposal…………………………………………………..15 5.1.1. Objectives…………………………………………………..........15 5.1.2. Methodology…………………………………………………......16 5.1.3. Contents………………………………………………………….17 5.1.4. Resources and materials……………………………………...…..18 5.2. Design and development of the proposal……………………………….19 5.2.1. First movie – Shrek 1………………………………………..……19 5.2.2. Second movie – Frozen 1……………………………………...…22 5.2.3. Third movie – Up………………………………………................24 5.2.4. Evaluation………………………………………………………..26 6. Conclusions…………………………………………………………………….29 7. Bibliography…………………………………………………………………...30 8. Appendix……………………………………………………………………….35 Inés María Peña Dávila - Universidad de Valladolid 1 1. INTRODUCTION According to Krashen (1989), Sedita (2005), Sadeghi and Nobakht (2014) among others, vocabulary mastery is considered to be a key aspect in the process of learning a foreign language. Different practices to teach vocabulary have been applied for vocabulary instruction; however, these methodologies have some limitations. Vocabulary instruction linked to context enables to remember vocabulary easily as with movies. Considering this, it is a challenge for teachers to find an effective teaching methodology for instructing vocabulary in English. It is found that audiovisual teaching tools such as movies motivate students and help them to remember vocabulary in English. In this Final Project, the main aim is to show a new teaching perspective focusing on the use of movies through a pedagogical proposal for B1 students. This proposal enhances B1 students’ level because it facilitates them to reach a broader vocabulary in English language and to improve the four language skills. Contents included in the curriculum related to tercer curso de Educación Secundaria Obligatoria (3º ESO) appearing in Boletín Oficial de Castilla y León (BOCYL, 2022) are taken as a base for working on movies. The Common European Framework of References for Languages / Companion Volume (CEFR/CV) establishes B1 level through descriptors that state the requirements that students must have for this level. To develop these ideas, this paper is divided into two sections: theoretical framework and methodology and design. In the first section, regarding the theoretical framework previous methodologies to teach vocabulary are exposed. Curriculum related to 3º ESO BOCYL and CEFR/CV are presented due to their importance in order to develop this project. The reasons to teach through movies and the usage of audiovisual tools in class are displayed, in addition to a criterion to select movies. In the second section, a pedagogical proposal is elaborated in relation to three movies with its correspondent evaluation. Finally, the conclusions reached with this dissertation are presented. Inés María Peña Dávila - Universidad de Valladolid 2 2. JUSTIFICATION As stated by Nurbianta (2018), English language is key in the process of globalization set as the international language, and it has gained an important role in education. Vocabulary is an essential part of a language and vocabulary’s mastery in English as a Foreign Language (EFL) is fundamental to improve the four language skills (speaking, writing, listening and reading). These ideas motivate the creation of this project; the main point is to create a pedagogical proposal in which teaching vocabulary through movies is the focus of attention. This pedagogical proposal has been inspired after the research of the theoretical framework in which a solution to vocabulary methodologies was needed. The instruction through audiovisuals has increasingly raised; the ease and the accessibility of this educational tool has been the key for the reason to develop this proposal. The students’ motivation involved while using movies in class has been another reason to create this pedagogical proposal. This project is addressed to EFL students of 3º ESO whose English level should become a B1 (BOCYL, 2022). In order to design a pedagogical proposal, there are reasons behind it for selecting audiovisuals and specifically movies. The purpose of this is that this tool is an educational material accessible to everyone since early ages. The fact that movies have visual images and auditive sounds and if needed subtitles facilitate to learn a language and in particular vocabulary. The appearance of scenes that are iconic and peculiar, or some scenes that are popular among the public contribute to keep the vocabulary on the mind rather than learning vocabulary by heart that will be forgotten easily. Additionally, vocabulary is contextualized in certain situations of films, and it is seen when it is used and when it is correct to apply it. This is motivational to students because movies compose a learning process in which students enjoy at the same time they learn. It is amusing for them to work on movies that have been selected through different proposed activities. Inés María Peña Dávila - Universidad de Valladolid 3 3. OBJECTIVES The main aim of this project is to show that learning vocabulary for B1 students through movies is easier and fix vocabulary better. The learners will infer meaning, they will use vocabulary in correct situations, and they will remember those words or expressions by the usage of movies. This educational tool is going to raise their knowledge about vocabulary, and it will facilitate increasing their level as well as improving their language skills in English. Movies as a vehicle in the improvement of vocabulary in B1 students is the spotlight of this project and it is set from the point of the B1 requirements established in the CEFR/CV. The combination of audiovisuals and vocabulary learning is gathered together in movies that are an accessible educational tool in class. Vocabulary is a key aspect in the language that will help to the upgrade of the four language skills. The objective of the project is to present that vocabulary is linked to the four language skills and that learning it through movies will imply an improvement of the skills too. This dissertation challenges to present that it is also important to have a suitable selection of movies to achieve the objectives of the proposal concerning vocabulary. Scenes are chosen in relation to the vocabulary that must be learned according to the curriculum for 3º ESO established in BOCYL (BOCYL, 2022). The chosen movies for the pedagogical proposal in this project are considered to be visually interesting and also cartoons so that the characters that appear in them catch the attention of the viewer. The integration of English in the classroom through audiovisuals will raise the interest in English learning that is possible through teaching media as movies are. Watching movies is the first step but also it is even more important to work on these movies. The goal of the proposal is creating different tasks or activities related to movies to develop and interiorize vocabulary in B1 students. This is done in order to exemplify that with the application of these activities this methodology is useful and practical to improve vocabulary. Inés María Peña Dávila - Universidad de Valladolid 4 4. THEORETICAL FRAMEWORK 4.1. Vocabulary instruction According to Diamond & Gutlohn (2006) vocabulary can be defined as “the knowledge of words and word meanings.” Regarding vocabulary, there are words called content words which have meaning, and they are nouns, verbs, adjectives and adverbs (Campillo, 1995). These words are the ones that are going to be considered for vocabulary instruction. Vocabulary is considered one of the most fundamental and basic elements in learning foreign languages (Sadeghi & Nobakht, 2014). The importance of learning vocabulary has long been based on authors such as Krashen (1989) that contemplates that a foreign language cannot be learnt without mastery of vocabulary. Vocabulary mastery is useful for communicative ends in a language, and it is one of the most difficult fields of language learning (Çelik & Toptaş, 2010). The usage of vocabulary is essential to communicate and to express ideas, as well as to understand language and to improve skills in a language (Sedita, 2005). It is crucial to have a wide knowledge of vocabulary for having a good communicative competence (Richards & Renandya, 2002) and to develop a language proficiency in the foreign language (Harley, 1996). Among the four language skills (speaking, writing, listening and reading), there is a usage of vocabulary, so it is relevant to have a dominance of vocabulary in order to develop these skills (Nurbianta, 2018). First of all, before introducing methodologies for vocabulary instruction it is key to establish what a methodology is. According to Nunan (1999), methodology tackles with pedagogical practices which comprises teaching techniques, classroom activities, and tasks designed by teachers in order to facilitate students’ learning. Methodology is also linked with teaching methods, it is important to know what a method is: “A language teaching method is a single set of procedures which teachers Inés María Peña Dávila - Universidad de Valladolid 11 Namely, within B1 there is a linguistic range that is established by the Council of Europe, in it there are specifications for the results students have to obtain regarding vocabulary and it is related to the aim of the pedagogical proposal (Council of Europe, 2020, p. 130):  “Has a sufficient range of language to describe unpredictable situations, explain the main points in an idea or problem with reasonable precision and express thoughts on abstract or cultural topics such as music and film.”  “Has enough language to get by, with sufficient vocabulary to express themselves with some hesitation and circumlocutions on topics such as family, hobbies and interests, work, travel and current events, but lexical limitations cause repetition and even difficulty with formulation at times.” In these statements there is a reference to the B1 students as capable of expressing themselves to talk about some topics such as “film” and as having the necessary “vocabulary” to communicate. This is interesting because the Council of Europe (2020) alludes to this in relation to B1 students which is closely related to the design of the pedagogical proposal. It is also important to stay that CEFR/CV establishes a new classification related to the four language skills and it organize them according to four modes: mediation, interaction, reception and production. For the pedagogical proposal reception activities (listening and reading) and production activities (speaking and writing) are relevant (see on Figures 4 and 5 respectively). Among reception activities there is a section devoted to audio-visual comprehension which is closely linked to the main topic of this project (see on Figure 4). Inés María Peña Dávila - Universidad de Valladolid 12 Figure 4 – CEFR/CV reception activities and strategies (Council of Europe, 2020, p. 47). Figure 5 – CEFR/CV production activities and strategies (Council of Europe, 2020, p. 61). Inés María Peña Dávila - Universidad de Valladolid 13 4.4. Usage of audiovisuals Media is attractive and it is motivational during the process of teaching and learning (Sari & Aminatun, 2021). Movies are part of the media; the usage of audiovisuals and videotapes has grown exponentially as teaching materials since 1970 (Champoux, 1999). The audiovisuals and the implementation of teaching tools that are visual and motivational support the learning and remembrance of vocabulary in EFL students (Goctu, 2017; Ruusunen, 2011). 4.4.1. Reasons to teach through movies The use of movies in teaching foreign languages is recent and there are some reasons that support the importance of their use in improving vocabulary mastery; they are the following ones in accordance to Ruusunen (2011):  The exposure to the target language and the entertainment of movies provide motivation to students; it is enjoyable and at the same time educational.  It stimulates students and it is beneficial to use them as it is a cognitive but also affective experience.  It is economical as it is currently an accessible tool.  It makes curriculum more diverse and enriches the class instruction.  The combination of visual images with audio enhances the learning of verbal message with the focus of attention on the image.  The quality production of words and the variety of language applied in movies ease vocabulary learning. Additionally, movies have positive outcomes for vocabulary mastery according to a study carried on by Sari and Aminatun (2021) in relation to students’ perception of their learning process with movies. Also, Hayikaleng, et al. (2016) stated: “motivation is regarded as an important component to make students success in their English learning”; so, as movies motivate student, they enable them to be successful in English learning and gain benefit in their learning. Inés María Peña Dávila - Universidad de Valladolid 14 4.4.2. Criteria for choosing movies In this case, movies are chosen following BOCYL (2022) for 3º ESO. Considering the guidelines presented in the document, there are some points that are going to be taken into account when choosing the movies for teaching vocabulary. There are more points included in the BOCYL document, but these are the ones taken for this project:  Describe people, objects, places, phenomena and events.  Express opinion, possibility, ability, obligation, prohibition and advice.  Modal verbs: can, could, shall/will, should/ought to.  Compare people, objects or situations:  Adjectives in positive degree and adjectives ending in -ing and -ed forms.  Comparatives and superlatives (of equality and superiority)  Partially express taste or interest and emotions.  Verbs such as like/dislike, love/hate, enjoy... Also, other expressions such as I feel, I know, I think… Inés María Peña Dávila - Universidad de Valladolid 15 5. METHODOLOGY AND DESIGN 5.1. Pedagogical proposal The proposal consists of six sessions in which each two sessions will be delivered to a different movie (a total of three movies). From each movie two scenes will be presented (in total six scenes will be selected, two scenes from each movie) in which vocabulary learning will be the focus of attention of these sessions. The time delivered for each session will be around 50 minutes approximately per class. These sessions are addressed to B1 learners of 3º ESO from Castilla y León (Spain). In order to follow the sessions, it is compulsory that the students have a level of A2 according to Common European Framework of References for Languages / Companion Volume (CEFR/CV) descriptors, so that they can understand movies well and the activities proposed too. In Castilla and León there is no inconvenient in relation to this because as required in the curriculum, students increase their English level as they move up through the grades (BOCYL, 2022). 5.1.1. Objectives The main objectives of this proposal have been previously presented on section 3; however, the specific goals of the pedagogical proposal are:  Revise the previous knowledge of students’ regarding the vocabulary to work with.  Initiate new vocabulary related to description of places and people, modal verbs, comparative/superlative forms, express taste or interest and emotions.  Practice the four language skills (speaking, writing, listening and reading) with the new vocabulary introduced.  Enhance students’ participation and motivation through the activities presented. Inés María Peña Dávila - Universidad de Valladolid 16 5.1.2. Methodology The methodology applied to these sessions will be focusing on English vocabulary. Johnson (2006) established that while applying movies for teaching a foreign language it is required to follow three steps consisting of different activities: pre-viewing activities, viewing activities and post-viewing activities. This implies the teacher to be prepared before the session, choose the appropriate scenes and create the correspondent activities for the students. The preparation includes the planning of the sessions with previous exercises before watching the movie in order to know what the students are going to face. Then, paying attention to the vocabulary while viewing the movie and the practice of the vocabulary afterwards to fix it. This is going to be set in this proposal and these steps are going to be followed for the development of activities. So, direct and indirect strategies (Sedita, 2005), mentioned in section 4.1., will be used in cooperation in which direct strategy will be applied in pre-viewing and post-viewing activities and indirect strategy is applied while viewing the movie. The sessions will consist of the three activities proposed before (pre-viewing activities, viewing activities and post-viewing activities) and they are as exposed in the following points (Pitriana & Syahrudin, 2013): 1) The pre-viewing activities consist of discussion between students about what they expect of the film. Also, the meaning of the title and what it conveys. 2) The viewing activities include paying attention to the scene and the possibility of stopping the scenes in order to understand it easily. The viewing part is directed by the teacher that could make interruptions when it is deemed. Additionally, students should take notes and gather information that is relevant to vocabulary and related to pre-activities. 3) The post-viewing activities are delivered to summarize what students have viewed and to specific activities created by the teacher in which specific Inés María Peña Dávila - Universidad de Valladolid 17 vocabulary is addressed. Also, debates or discussions are suitable for developing communicative skills. A comparison can be done of what they knew before watching the movie to what they know afterwards. 5.1.3. Contents Regarding the contents of the movies of this proposal vocabulary learning is included in the scenes of the selected movies. In fact, in the section 4.4.2. of this project there is a list of the points that covers this and that are in the curriculum of 3º ESO. Figure 6 – Vocabulary contents included in the sessions. Inés María Peña Dávila - Universidad de Valladolid 18 5.1.4. Resources and materials The chosen scenes from movies and the established students’ level to reach which is B1, both are according to BOCYL (2022). At the same time, the contents to develop in the sessions are specified in the points that appear in the section 4.4.2. These movies are free and available on the Internet specifically on YouTube web. Supplementary material or activities are available on this project in the appendix because they are own creation. The movies considered for this project are three in total and they are the following ones:  Session 1 and 2: Shrek 1. It is a fairytale movie in which the descriptions of places and people in the selected scenes are remarkable through different vocabulary linked to expressions, adjectives and nouns. Besides the visual images facilitate to work on this vocabulary.  Session 3 and 4: Frozen 1. It is an animated musical fantasy movie in which there are vocabulary words such as verbs and adjectives especially modal verbs and comparative/superlative forms in the scenes. This is helpful for learning and remembering the vocabulary appearing in the selected scenes.  Session 5 and 6: Up. It is an animated comedy and adventure movie that includes vocabulary usage of verbs and expressions related to taste or interest and emotions. There are verbs such as like/dislike, love/hate, enjoy... Also, other expressions such as I feel, I know, I think… Additionally, this movie is useful for revising modal verbs. Inés María Peña Dávila - Universidad de Valladolid 19 5.2. Design and development of the proposal The proposal is developed to show that vocabulary instruction could be motivational, and that entertainment could be linked to education and learning as movies are. The proposal as such will be accompanied by pre-viewing activities, viewing activities and post-viewing activities in relation to vocabulary included in the scenes. The development of the activities is explained in this section, however the specification of some activities is developed in the appendix. In addition, scripts from each of the scenes are included in the appendix too; just relevant script for the proposal has been included and not the full script of the scene. 5.2.1. First movie – Shrek 1 Session 1 and 2: vocabulary to describe places and people. In order to develop these sessions and according to BOCYL it has been taken the point: describe people, objects, places, phenomena and events. The main objectives of these activities are:  Check student’s previous knowledge about the vocabulary through previewing activities.  Challenge students to develop descriptions of places and people.  Motivate students by their participation in the activities.  Stimulate students through visual images of selected scenes.  Identify the usage of specific words related to places and people.  Introduce new vocabulary.  Practice listening, reading, speaking and writing.  Revise the vocabulary that appears in the scenes by practicing it with different tasks.  Achieve a mastery in vocabulary about description of places and people. Inés María Peña Dávila - Universidad de Valladolid 20 Session 1: Pre-viewing activity (30 minutes). Language skill: speaking. This introductory activity before viewing the movie’s scenes is key to check how much students know about the target vocabulary and for them to be in contact with the topic. They should be able to develop descriptions of places and people using the vocabulary they already know without any previous revision. The activities developed in the pre-viewing are the following ones:  Task 1 (15 minutes): description of places. Students have to describe the place where they live. They have to talk about where their house is located and how it looks like.  Task 2 (15 minutes): description of people. Students have to describe their classmate in terms of physical appearance and personal traits; later on, present it to the class. Viewing activity (20 minutes). Language skills: listening, reading, speaking. There are two scenes selected for this activity, both scenes are going to be played twice. Firstly, they are going to be played without sound and without interruptions. Secondly, they will be played with interruptions in concrete minutes that are notable for its relevance in relation to the vocabulary that it is developed in them. The following activities will be done the second time that they scene will be displayed. The activities related to the two selected scenes are: Scene 1: “Welcome to Duloc” (TUNE – Musical Moments, 2023).  Task 1 (10 minutes): description of places. The video will be stopped, and students have to describe what they see in the scenes that is related to vocabulary of places and in this case to medieval castle. Inés María Peña Dávila - Universidad de Valladolid 27  Listening: “Can understand straightforward factual information about common everyday or job-related topics, identifying both general messages and specific details, provided people articulate clearly in a generally familiar variety.” “Can understand the main points made in clear standard language or a familiar variety on familiar matters regularly encountered at work, school, leisure, etc., including short narratives.” (Council of Europe, 2020, p. 48)  Reading: “Can read straightforward factual texts on subjects related to their field of interest with a satisfactory level of comprehension.” (Council of Europe, 2020, p. 54)  Speaking: “Can reasonably fluently sustain a straightforward description of one of a variety of subjects within their field of interest, presenting it as a linear sequence of points.” (Council of Europe, 2020, p. 62)  Writing: “Can produce straightforward connected texts on a range of familiar subjects within their field of interest, by linking a series of shorter discrete elements into a linear sequence.” (Council of Europe, 2020, p. 66). The evaluation will consist of four parts regarding the four language skills, and the overall mark will be over twenty points (five points each skill):  Listening will be evaluated by an exercise with five sentences and students have to pick the ones they have listened to.  Reading will be evaluated by reordering the script of one of the movies, just five sentences have to be placed correctly. It is checked if they understand the coherence of the conversation and the usage of vocabulary in the text.  Speaking will be evaluated by each student’s production of a twominute monologue in which five words or expressions from the vocabulary worked on the movie scenes should be applied. Inés María Peña Dávila - Universidad de Valladolid 28  Writing will be evaluated by the creation of a brief essay in which students will have to include five words or expressions of the vocabulary appearing in the movie scenes. If students reach to use the required vocabulary in each skill they will have the twenty points. As requested, five vocabulary words should be used in each skill, and each one adds one point. The importance of this evaluation is that they are able to apply the vocabulary that has been worked on the sessions in order to evaluate the effectiveness of this proposal. In addition, students will also fill in a self-evaluation regarding their relationship with the vocabulary by choosing and answering one of these 5 statements: 1. I haven’t seen this vocabulary before. 2. I have seen this vocabulary before, but I don’t know the usage nor the meaning. 3. I have seen this vocabulary before, and I knew the meaning or usage. 4. I knew this vocabulary before. It means or it is used in ______________. 5. I can apply this vocabulary to a sentence: _________________________. This is a tool for the teacher to have feedback about the sessions and about the vocabulary knowledge provided by the students. Inés María Peña Dávila - Universidad de Valladolid 29 6. CONCLUSIONS This project has helped to promote the importance of vocabulary teaching, as vocabulary is considered to be an essential component to learn a foreign language (Sadeghi & Nobakht, 2014). Vocabulary instruction is carried out to improve the four language skills (listening, reading, speaking, writing) in students, so through the pedagogical proposal a higher vocabulary range will be established. A solution has been reached regarding limitations linked to teach vocabulary and contextual support such as movies play a key role in vocabulary learning. The previous research has proved that movies motivate students and that they give positive outcomes for vocabulary mastery. Additionally, the selected scenes are taken from a free online source in this case YouTube so, movies are an accessible tool. The methodology and design have been elaborated according to the curriculum for 3º ESO established in BOCYL (2022). The sessions are designed to apply the activities in practice and after the creation of the pedagogical proposal, several activities can be displayed to work on vocabulary with B1 level students. However, there are limitations with certain aspects that this project presents as for example the absence of a context in which the proposal could be created and implemented. Regarding the four modes established by CEFR/CV mediation and interaction are not included in this pedagogical proposal; nevertheless, the four language skills are developed. It is true that reading is the skill that can be worked on the least in the sessions, since movies are an audiovisual tool. Unless subtitles are added, or the correspondent script is given to students it is complicated to work on this language skill. In relation to the selection of scenes, the audiovisual tool was accessible, however not all the scenes from movies were available for free in YouTube. Furthermore, it has been hard to select a correct scene that could clearly display all the vocabulary that wanted to be worked on the sessions and activities. Despite the inconveniences during the creation of this Final Project, it is remarkable that the pedagogical proposal is applicable and practical for teaching vocabulary to B1 EFL students. Inés María Peña Dávila - Universidad de Valladolid 30 7. BIBLIOGRAPHY Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Bringing words to life: Robust vocabulary instruction. New York, NY: Guilford Press. Campillo, R. M. L. (1995). Teaching and learning vocabulary: An introduction for English students. Ensayos: Revista de la Facultad de Educación de Albacete, (10), 3550. Champoux, J. E. (1999). Film as a teaching resource. Journal of management inquiry, 8(2), 206-217. Çelik, S., & Toptaş, V. (2010). Vocabulary learning strategy use of Turkish EFL learners. Procedia-Social and Behavioral Sciences, 3, 62-71. Çiftçi, H., & Üster, S. (2009). 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Students’ perception on the use of English movies to improve vocabulary mastery. Journal of English language teaching and learning, 2(1), 16-22. Schmitt, N., & Schmitt, D. (2020). Vocabulary in language teaching (2nd ed.). Cambridge: Cambridge University Press. Sedita, J. (2005). Effective vocabulary instruction. Insights on learning disabilities, 2(1), 33-45. Soproni, Z. (2020). Common European Framework of Reference for Languages: Learning, Teaching, Assessment, Companion Volume with New Descriptors. Modern Nyelvoktatás, 26(1-2), 168-170. Stahl, S. A. (1999). Vocabulary development (Vol. 2). Brookline Books. Hayikaleng, N., Nair, S. M., & Krishnasamy, H. N. (2016). Thai students’ motivation on English reading comprehension. International journal of education and research, 4(6), 477-486. Legislative references: Real Decreto 40/2022, de 30 de septiembre, por el que se establece la ordenación y el currículo de la educación secundaria obligatoria en la Comunidad de Castilla y León. Boletín Oficial de Castilla y León, 190, de 30 de septiembre de 2022. https://bocyl.jcyl.es/boletin.do?fechaBoletin=30/09/2022 Movie scene references: Binge Society. (2021, July 6). Shrek: The Muffin Man Scene (HD CLIP) [Video]. YouTube. https://youtu.be/vZ4i0lkt5-I?si=VFgfiM_imjj5w4jP Inés María Peña Dávila - Universidad de Valladolid 34 Disney Princess. (2021, May 19). Anna and Elsa Reunite at a Party | Frozen [Video]. YouTube. https://youtu.be/8Re2g09BMKM?si=fE_GjgU8_yyGGG1J Disney UK. (2009, October 1). UP | Meet Dug | Official Disney Pixar UK [Video]. YouTube. https://youtu.be/Q8FWzLMobx0?si=oC9MkoX-JGs9c4SK Disney UK. (2009, October 1). UP | Meet Russell | Official Disney Pixar UK [Video]. YouTube. https://youtu.be/08K3WNKt-Lg?si=0dgxYSHdXBnaB8Nb TUNE – Musical Moments. (2023, February 28). Welcome to Duloc | Shrek (2001) | Tune [Video]. YouTube. https://youtu.be/p1zQHvvgXOs?si=LKuGzqlgTYcL5GeQ Walt Disney Animation Studios. (2014, March 18). Disney's Frozen - "Elsa's Palace" Extended Scene [Video]. YouTube. https://youtu.be/CuFLaSqNvQk?si=V49FlNtpSPdKmARP Inés María Peña Dávila - Universidad de Valladolid 35 8. APPENDIX Script from selected scenes. The vocabulary developed in each activity is presented below and sessions are paired because each two session belongs to a movie. It is specified which vocabulary it has been worked in each pair of sessions and just the script that is relevant for the activities is included in this appendix. Session 1 and 2: Vocabulary: expressions, adjectives and nouns.  Vocabulary for describing places and people is highlighted in green. Script:  Scene 1: “Welcome to Duloc” (TUNE – Musical Moments, 2023). o Shrek: It’s quiet, too quiet. Where is everybody?  Donkey: Hey, look at this.  Voice-over: Duloc is a perfect place.  Scene 2: “The Muffin Man” (Binge Society, 2021). o The Gingerbread Man: Well, she’s married to the Muffin Man.  Lord Farquaad: She’s married to the Muffin Man. ▫ Magic Mirror: Bachelorette number one is a mentally abused shut-in from a kingdom far, far-away. She likes sushi and hot tubbing anytime. Her hobbies include cooking and cleaning for her two evil sisters. Please welcome Cinderella. ▫ Magic Mirror: Bachelorette number two is a cape-wearing girl from the land of fancy. Although she lives with seven other men, she’s not easy. Just kiss head dead, frozen lips and find out what a live wire she is. Come on. Give it up for Snow White! Inés María Peña Dávila - Universidad de Valladolid 36 ▫ Magic Mirror: And last, but certainly not least, bachelorette number three is a fiery redhead from a dragon-guarded castle surrounded by hot boiling lava. But don’t let that cool you off. She’s a loaded pistol who likes pina coladas and getting caught in the rain. Yours for the rescuing Princess Fiona!  Lord Farquaad: Fiona, she’s perfect! Session 3 and 4: Vocabulary: verbs and adjectives.  Modal verbs are highlighted in blue.  Comparative/superlative forms in italics. Script:  Scene 1: Disney's Frozen - "Elsa's Palace" (Walt Disney Animation Studios, 2014)  Olaf: I bet she’s the nicest, gentlest, warmest person ever (0:26) o Kristoff: It’s too steep, I’ve only got one rope and you don’t know how to climb mountains. ♦ Anna: I’m going to see my sister. o Kristoff: You’re gonna kill yourself. I wouldn’t put my foot there. ♦ Anna: You’re distracting me. o Kristoff: How do you know Elsa even wants to see you? ♦ Anna: Does the air seem a bit thin to you up there? o Kristoff: Wow, that’s ice, I might cry. ♦ Anna: go ahead, I won’t judge. o Kristoff: take it easy, come here. Flawless.  Olaf: Knock! Just knock! Why isn’t she knocking? Do you think she knows how to knock? ♦ Anna: you should probably wait out here. Inés María Peña Dávila - Universidad de Valladolid 43 Session 4: post-viewing activity (Task 2). Compare these two characters using comparative or superlative forms. IMAGE 1: IMAGE 2: Inés María Peña Dávila - Universidad de Valladolid 44 IMAGE 3: IMAGE 4: Inés María Peña Dávila - Universidad de Valladolid 45 Session 5: pre-viewing activity (Task 1). Complete the chart asking your classmate. LIKE DISLIKE LOVE HATE ENJOY INTEREST IN Session 5: viewing activity (Task 1). Gapped sentences. 1. Russell: ________________ There’s a big ceremony, and all the dads come and they pin on our badges… 2. Carl: Oh, _____________, it's awfully crafty. You'd have to clap your hands three times to lure it in. 3. Carl: ______________ its burrow is two blocks down. If you go past - 4. Russell: Hey, ______________! 5. Dug: My name is Dug. I have just met you and ______________. 6. __________________if you stopped.