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But once again: Film analysis is no end in itself, especially in language teaching. Above all, language teaching is about language skills, that is: speaking, writing, reading, listening. Our film offers many occasions for exercising those skills, ranging broadly from analytical to imaginative (Fig. 5):

Treating films in language teaching will focus on tasks like these rather than on systematic film analysis. On the other hand, tasks like these cannot be defined let alone fulfilled without attention to the means and techniques of the medium, without decoding its language. This does not mean that language teachers need to be film scholars to boot. It does mean, however, that a basic ability to »read« films should be a part of language teacher education.

Describe and characterize the protagonists.	AnalyticalImaginative
Explain the title GOOSE BUMPS.1
Research the movies STREETCAR/BEN HUR and give a brief overview. Research the expressions femme fatale and film noir; explain their connections to our film.
Act out the scene in the shelter and make the characters actually talk.
Give the film a title and explain your choice.
Fill in a thought bubble (for when the man is listening to the nearby laughter).
Write a character profile of the woman: Where did she come from? Where is she going? Who is she?
Write a conclusion to the open ending.2

Fig. 5: Tasks ranging from analytical to imaginative