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!