teaching from the real world: using authentic videos in … · authentic bbc videos for your...
TRANSCRIPT
Dina Pereira Academic Consultant
Teaching From the Real World:
Using Authentic Videos in Classroom
1. Videos in the Real World
2. Reasons for Using Videos
3. Choosing a Video: 6 Points to Consider
4. Ideas for using Videos
5. Video Samples and Teaching Tips
1. “I feel uncomfortable using authentic videos because I often feel
they are too difficult for my students.”
Key: TA=totally agree, A=agree, NAND= Neither agree nor disagree, D=disagree, TD=totally disagree
1. “I feel uncomfortable using authentic videos because I often feel
they are too difficult for my students.”
2. “I would love to use more authentic videos, but I guess they are too
difficult to find.”
Key: TA=totally agree, A=agree, NAND= Neither agree nor disagree, D=disagree, TD=totally disagree
1. “I feel uncomfortable using authentic videos because I often feel
they are too difficult for my students.”
2. “I would love to use more authentic videos, but I guess they are too
difficult to find.”
3. “I guess watching films in class is a waste of time and teachers
usually do it only because they do not have anything better to do.”
Key: TA=totally agree, A=agree, NAND= Neither agree nor disagree, D=disagree, TD=totally disagree
1. “I feel uncomfortable using authentic videos because I often feel
they are too difficult for my students.”
2. “I would love to use more authentic videos, but I guess they are too
difficult to find.”
3. “I guess watching films in class is a waste of time and teachers
usually do it only because they do not have anything better to do.”
4. “I guess watching a full movie would be the ideal activity for spare
time like Semana do Saco Cheio.”
Key: TA=totally agree, A=agree, NAND= Neither agree nor disagree, D=disagree, TD=totally disagree
1. “I feel uncomfortable using authentic videos because I often feel
they are too difficult for my students.”
2. “I would love to use more authentic videos, but I guess they are too
difficult to find.”
3. “I guess watching films in class is a waste of time and teachers
usually do it only because they do not have anything better to do.”
4. “I guess watching a full movie would be the ideal activity for spare
time like Semana do Saco Cheio.”
5. “It’s a good idea to let students watch some minutes of their chosen
film/series at the end of every class.”
Key: TA=totally agree, A=agree, NAND= Neither agree nor disagree, D=disagree, TD=totally disagree
Two Giants Have Changed the World ...
Two Giants Have Changed the World ...
Two Giants Have Changed the World ...
and are shaping the future!
Marshall McLuhan, 1960
Leading countries based on number of monthly active
YouTube users as of 1st quarter 2016 (in millions)
Leading countries based on number of monthly active
YouTube users as of 1st quarter 2016 (in millions)
Implications of these facts to our students:
Implications of these facts to our students:
• They are a much more visual generation.
• They are digital natives
• They watch a lot of videos.
• They can see what they want.
• They don’t need to wait anymore.
Implications of these facts to our students:
• They are a much more visual generation.
• They are digital natives
• They watch a lot of videos.
• They can see what they want.
• They don’t need to wait anymore.
“Because students are used to watching video at home – and may, therefore,
associate it with relaxation – we need to be sure that we provide them with
good viewing and listening tasks so that they give their full attention to what
they are hearing and seeing.” Jeremy Harmer
The Practice of English Language Teaching, 5th Ed., 2015
29
Reasons for using
authentic videos in class
So, why should we use videos in class?
So, why should we use videos in class? (According to Penny Ur)
So, why should we use videos in class? (According to Penny Ur)
1. Visibility of the speaker
“I think it is fair to say that we are nearly always in the physical presence of, or able
to see, the person(s) we are listening to.”
So, why should we use videos in class? (According to Penny Ur)
1. Visibility of the speaker
“I think it is fair to say that we are nearly always in the physical presence of, or able
to see, the person(s) we are listening to.”
2. Environmental Clues
“Apart from the speaker himself – his facial expression, posture, eye direction, proximity,
gesture, tone of voice – a real-life listening situation is normally rich in environmental
clues as to the content and implications of what is said.”
“Sound recordings, broadcasts and telephone conversations are relatively poor in such
clues, but these normally comprise only a small part of our total listening activity.
Penny Ur
Teaching Listening Comprehension, 1994
Besides that, videos...
• are fun, motivating, and relaxing, and prevent students from
feeling bored.
• bring the real world to classroom, showing language in use,
context, and other cultural clues.
• are socially contextualized opportunity for Listening Improvement
• help students observe gestures, intonation features in the scenes
• are a chance to expand on popular expressions, slang or even
emphasize how a particular structure differs from the students’
mother tongue.
And if that’s not enough...
• Students love them!
Besides that, videos...
• are fun, motivating, and relaxing, and prevent students from
feeling bored.
• bring the real world to classroom, showing language in use,
context, and other cultural clues.
• are socially contextualized opportunity for Listening Improvement
• help students observe gestures, intonation features in the scenes
• are a chance to expand on popular expressions, slang or even
emphasize how a particular structure differs from the students’
mother tongue.
36
6 Things to consider
when selecting authentic
video materials
1. Be sure you have the correct level
1. Be sure you have the correct level
1. Be sure you have the correct level
Comprehensible input is i+1! Not i+100!
Potentially Offensive Content
2. Check for Offensive Content
• Minefield topics: sex, gender, race,
religion, politics.
• Watch all videos you are planning to
show in class beforehand.
• Beware of music videos!
• If you realize someone has been
constrained, stop it immediately!
3. Show Different Cultures and “Englishes”
3. Show Different Cultures and “Englishes”
• Try to expose students to a variety of accents.
• Whenever possible, select examples of non-
native English speakers.
3. Show Different Cultures and “Englishes”
• Try to expose students to a variety of accents.
• Whenever possible, select examples of non-
native English speakers.
3. Show Different Cultures and “Englishes”
• Try to expose students to a variety of accents.
• Whenever possible, select examples of non-
native English speakers.
4. Use Different Genres
4. Use Different Genres
4. Use Different Genres
You can also expose students to: songs, talk
shows, interviews, series, trailers, and more!
Different Genres and its Benefits
JJ Wilson
How to Teach Listening, 2011
Different Genres and its Benefits
JJ Wilson
How to Teach Listening, 2011
5. Vary the types of activities
You can have students do things like:
• Making Predictions
• Watch the scene with sound off
• Listening for the Main Idea
• Listening for Details
• Order the expressions / words / sentences
• Inferring Meaning
• Focusing on Language
• Expressing Opinions
• Act out a particular scene
6. Organize Stages in a Logical Order
6. Organize Stages in a Logical Order
1. Before watching
i. Generate interest
ii. Use reading/ discussion (pre-teach vocabulary)
iii. GIVE STUDENTS A FOCUS QUESTION!
6. Organize Stages in a Logical Order
1. Before watching
i. Generate interest (get them talking!)
ii. Use reading/ discussion (pre-teach vocabulary)
iii. GIVE STUDENTS A FOCUS QUESTION!
2. While watching
i. Chech their predictions (Think-Pair-Share)
ii. Listen again for details
6. Organize Stages in a Logical Order
1. Before watching
i. Generate interest (get them talking!)
ii. Use reading/ discussion (pre-teach vocabulary)
iii. Give students a focus question
2. While watching
i. Chech their predictions (Think-Pair-Share)
ii. Listen again for details
3. After watching
i. Work on language
ii. Invite students to think critically: COMMUNICATE
56
Example #1
Using an authentic news
video
Stages of a Video Lesson
1. Before watching
www.english.com/speakout
Stages of a Video Lesson
2. While watching
Stages of a Video Lesson
3. After watching
60
Example #2
Using an interview video
62
Example #3
Exploring the full potential of
A long term partnership to bring the best
of authentic materials to ELT
Authenticity is one of the most important
characteristics of 21st Century Education
Authentic BBC Videos for your classes:
https://www.english.com/speakout
Teacher Training with fresh ideas about videos:
https://www.pearsonelt.com/catalogue/secondary/wi
der-world/training.html
Free Resources
