Before Watching
It is important to create interest in the listening log and to familiarize students with the context of the show and its characters.

Pre-Viewing Activity 1: Guess the Question
I began by showing a trailer of the first episode. I then put some brief statements about the show on the board and encouraged students to guess the question for each statement (see Listening Log, p. 1, pre-viewing activity #1).

After having watched the trailer, students found this activity relatively easy, and it allowed for further discussion about the show. For example, I had students locate Ohio on a U.S. map, asking them why Ohio and not, say, California may have been chosen as the setting for Glee. While answers varied, I went on to point out that the Midwest is considered by many to be America’s Heartland, the backbone of the American economy, historically fueled by farming and manufacturing. In this sense, Midwesterners are generally agreed to be down-to-earth, unassuming, and traditional. Thus, unlike on the East or West coast, growing up and attending high school in Lima, Ohio—as depicted in the show—represents an average high school experience for many Americans.

According to Young, “if students learn the formula [the framework] they can more easily follow an episode’s story without comprehending all the language used” (2011). In Glee, characters struggle with what it means to be cool and popular yet remain true to themselves. We root for the underdogs, the Glee kids, who are in the unpopular, yet inclusive, show choir. They are often bullied by the popular kids, the cheerleaders and jocks. While this show is not necessarily a realistic depiction of adolescent culture at an American high school, it touches on themes students can relate to. Status and acceptance, for example, are rather universal desires among teenagers. The added benefit of Glee is that stories unfold through song and dance, ensuring a plot that’s formulaic yet rousing for ESOL students. 

Pre-Viewing Activity 2: Who’s Who?
In small groups, students proceeded to read a description of the primary characters in Glee, noting any unknown words they wished to have clarified (see Listening Log, p. 2–3, pre-viewing activity #2).

As a follow-up, I projected a photo of each character on the board using PowerPoint (see Listening Log, pp. 4–5). For each photo, I asked students who they thought the character was based on part one of pre-viewing activity #2. Students used clues in the photos to identify the characters. I began with the most obvious characters. For example, students made out the cheerleading coach, Sue Sylvester, within minutes by her sportswear and scowling facial expression. The cheerleader, Quinn Fabray, was pegged right away, too, due to her outfit and necklace.

To conclude the before-watching stage, which took about 50 minutes, students watched the trailer once again before receiving the listening log for homework.

While Watching: Listening Log
The entire first season of Glee was put on reserve at the college library for screening purposes although students were required to watch only the first episode. Tasks in the log helped keep students alert and focused while watching. Totaling 100 points, the tasks promoted general as well as selective listening, which called for multiple viewings. For this reason, students had 2 weeks to finish the log (see Listening Log, pp. 6–9).

Glee was not only accessible but irresistible to students. They readily connected with the music and characters, writing reactions (see Listening Log, p. 9, Part 5) that related personal experiences as shown here (edited for grammar):

I was covered in goose bumps from hearing what Will said. At the end of episode 1, he said ‘That was the great moment of my life because I loved what I was doing’ to Emma. I think he is a contact for members of Glee, and his title is very important because he helps them find their potential. I thought that I’m a very lucky girl because I have great mentors. Listening to him, I asked myself “Am I doing what I want to?” Yes; I am.

I feel the same things as the characters, all the way through watching the episode. It was especially for Will and Finn. I could feel something that was buried deep inside me. I have been busy making my life and my dreams were shrouded. Ah….! The lovable characters and the songs that were the right fit for the many situations and the characters’ minds were amazing! This stimulated me enough.

The show is delightful, and I really enjoyed watching it. It isn’t hard to realize how high school is difficult for some people. They need support from others. … The most important value I’ve learned from the show is that we have to follow our dreams and never give up.

I expected some interest in Glee but was nevertheless stunned by my students’ level of engagement and positive reaction, regardless of gender or age. Indeed, an older student commented that Glee far outranks other television shows because of the songs, distinct characters, and high-school atmosphere.

After Watching: Making Predictions
For a lighthearted wrap up, I prepared short statements, some true and some false, about the next episode of Glee and presented them to the class (see Listening Log, p. 10, post viewing activity). Students had to decide whether they were true or false.

This prediction activity with spoilers for the next episode took about 15 minutes and garnered strong reactions from many students. Gasps filled the air when they learned about Finn’s and Rachel’s imminent kiss. Had Terri Schuester lied about being pregnant? If so, why? The prospect of Quinn joining Glee Club was deemed preposterous until a few students blurted out that it had something to do with Finn and Rachel. Giggles ensued. To my delight, these students already had invested their own time in continuing the series and could not help but share their excitement with the others. Students were, in a word, hooked.

Reference

Young, D. (2011, September). Listening to culture: Teaching with television in the EFL classroom. TESOL Connections. Retrieved from http://www.tesol.org/s_tesol/tc/september2011/index.asp#feature3.

Resource

Murphy, R., Falchuk, B., & Brennan, I. (Writers), & Murphy, R. (Director). (May 19, 2009). Pilot [Television series episode]. In Ryan Murphy Television in association with 20th Century Fox Television (Producer), Glee. Hollywood, CA: Paramount Studios.

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Miranda E. Wilkerson is Assistant Professor and Coordinator of Columbia College of Missouri’s ESOL Program. She earned her Ph.D. in German Applied Linguistics / Second Language Acquisition from the University of Wisconsin-Madison and her certificate in TESOL from TESOL International Association.  Prior to her current position, Miranda trained teachers in Ukraine (Peace Corps), directed the German minor at Western Illinois University, and taught English in Austria.

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