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When structuring a teaching unit on short films, one can resort to the well-known lesson planning patterns (Thaler 2012, 2007b):

 PPP (presentation, practice, production)

 PWP (pre-while-post)

 GtD (global-to-detail)

 TBLL (Task-based Language Learning)

 Music Video Approach (3 codes, 7 combinations)

In order to focus on listening-viewing or / and cinematic analysis, the 10-step approach can be recommended (Thaler 2014, Fig. 10).

Step	Phase	Content / Functions
1	Lead-in	Introducing the situation: who, what …Justifying the need to watch
2	Prep work	Key phrasesIntercultural background
3	1st purpose	Intention (global understanding)Tasks
4	1st viewing	Whole film
5	Global comprehension	Students’ answers
6	2nd purpose	Intention (detailed understanding)Tasks
7	2nd viewing	Film
8	Detailed comprehension	Students’ answers
9	(optional: 3rd viewing)	Focusing taskPart of filmDiscussion
10	Wrap-up	Follow-up activitiesAnalysisDiscussionTransfer

Fig. 10: 10-step approach to listening-viewing

This 10-step approach can be exemplified with the hilarious black humour skit Fatal Beatings (www.youtube.com/watch?v=fZMoB6ms2mE), in which a meeting between a strict headmaster (Rowan Atkinson) and a worried student’s father rapidly goes downhill after the headmaster mentions casually that he has beaten his son to death (Fig. 11).

Step	Phase	Content
1	Lead-in	T activates background information on Rowan Atkinson / Mr Bean.
2	Prep work	The communicative situation of the clip is introduced: who, where, what.A few key phrases may be pre-taught.
3	1st purpose	T announces that the presentation of the film will be stopped three times in order to elicit feedback from the S.
4	1st viewing	The whole film is shown, the pause button is pressed at the following points, and S have to guess:0:29 (»Tommy is in trouble«): what trouble?0:52 (»If he wasn’t dead, I’d have him expelled«): why dead?3:46 (»I’ve been pulling your leg«): what punchline?
5	Global comprehension	With each freeze frame, answers from the S are collected.
6	2nd purpose	S are asked to focus on the different sources of humour during the second viewing of this skit.
7	2nd viewing	The video is presented straight through.
8	Detailed comprehension	S answers on humour are discussed.
9	3rd viewing	A subtitled version of the video with several spelling and lexical mistakes is shown, and S are asked to shout »Stop!« whenever they identify a mistake. The correct versions are written on the board.
10	Wrap-up	The appropriateness of this video concerning its content and the role of black humour are discussed.

Fig. 11: Fatal Beatings

While this 10-step model is intended to foster the first two skills of short film literacy (see Fig. 8), promoting the third skill, i.e. creating, can be guided by the 10-level pyramid, in which the autonomous production of a short film by the learners takes centre stage (Fig. 12).

Fig. 12: Ten – Level Pyramid