using video clips
DESCRIPTION
TRANSCRIPT
USING SHORT VIDEO CLIPS FOR ENGLISH
LANGUAGE TEACHING
Presenters:Francy Elena Ariza G.
Ivan Roa Perdomo
OUTLINE
INTRODUCTION1. RATIONALE2. OBJECTIVES3. ADVANTAGES AND DISADVANTAGES4. SELECTION CRITERIA5. SPECIFIC ACTIVITIES6. IMPLICATIONS AND CONSIDERATIONS7. WAYS TO ACCESS8. REFERENCES9. APPENDIXES
INTRODUCTION
“English has few moorings in the social nature of communication. Language
study is more than anchored in a berth of alianiating fustration” (Shea,1995:3)
VIDEO CLIPSSETTINGS
RATIONALE
MOTIVATION IMPORTANCE EXPOSURE TO REAL LANGUAGE
INTERACTION CULTURE BETTER COMPREHENSION LESSON PLANNING TIME PREAMBLE TO WRITING and SPEAKING
EXCERCISES.
OBJECTIVES
To contribute and enrich the repertoire of ideas when using video clips in EFL.
To share some practical hints teachers might need to be aware in terms when and how to use video clips.
To gain insights into the use of video clips as a means of innovation in English classes.
VIDEO CLIPS
Can be presented in different settings
As a way of presenting content
As a means to access learner’s performance.
Easy to create by teachers and students.
Provide ilustration for several contexts
Technical problems Innapropriate
language
Level of the students
Objectives of the course
The topic. Religion issues Burden issues
ADVANTAGES DISADVANTAGES
VIDEO CLIPS
It can provide the foundation for a class discussion
Real language settings Students motivation Source of
entertainment Language can not be
separated from culture.
ADVANTAGES
SELECTION CRITERIA
Comprehensibilityo Dialogue with a high degree of visual supporto Appropriate speech deliveryo Clear picture and soundo Standard accent Appeal Appropriateness of the context Level of student need Motivation and Interest Age Suitability Time Class objective
SPECIFIC ACTIVITIES
STAGES• Pre viewing• While viewing• Post viewing Pre-teach the new vocabulary by asking some key
questions Filling up a chart True or false exercises Circle the correct number Writing exercises Role plays Classroom discussions
IMPLICATIONS AND CONSIDERATIONS
You have to be acquainted with the use of technological resources, devices, programs…
Access to a wide range of video clips websites.
Watch the video before presenting. Be careful with videos dealing with religious
or political issues Don’t exceed 5 minutes. Try to stimate the time students will take to
do each activity
IMPLICATIONS AND CONSIDERATIONS
If your clip comes from a sequence or a part of the story, set the scene before starting.
Have an aim. Anticipate needs ( vocabulary, structures,
expressions,etc ) Use of pre-viewing activities. Have learners complete a chart while
viewing. Make use of visual input.
WAYS TO ACCESS
http://www.realenglish.com/learn_english_gold_vidonly.asphttp://bettereflteacher.blogspot.com/2008/04/teaching-english-as-foreign-language-7.html
http://bettereflteacher.blogspot.com/2008/04/teaching-english-as-foreign-language-7.html
http://www.libraryvideo.com/articles/article13.asp
www.real/english.com www.youtube.com
REFERENCES
Lonergan, Jack. (1992). Video in Language Teaching. Cambridge: Cambridge University Press
Shareman, Jane. (2003). Using Authentic Video in the Language Classroom. Cambridge: Cambridge University Press.
Arcario,P. 1992. “Criteria for selecting video materials” in S. Stemplesky & P. Arcario (eds), Video in second language teaching: Using, selecting and producing video for the classroom(pp.109-121)
Stempleski, Susan. (1987). Short takes: Using authentic video in the English class. Paper presented at the Annual Meeting of the International Association of Teachers of English as a Foreign Language (21st, Westende, Belgium, April 12-14, 1987).
Stempleski, Susan & Tomalin, Barry. (1990). Video in Action: Recipes for Using Video in Language Teaching. New York: Prentice Hall.
Tomalin, B. (1993). Teaching young children with video. In Stempleski, S. & Arcario, P. (Eds.).
APPENDIXES
Lesson plan template
Lesson template
video
THANK YOU!