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  • 1. USING SHORT VIDEO CLIPS FOR ENGLISH LANGUAGE TEACHING Presenters: Francy Elena Ariza G. Ivan Roa Perdomo
  • 2. OUTLINE
    • INTRODUCTION
    • RATIONALE
    • OBJECTIVES
    • ADVANTAGES AND DISADVANTAGES
    • SELECTION CRITERIA
    • SPECIFIC ACTIVITIES
    • IMPLICATIONS AND CONSIDERATIONS
    • WAYS TO ACCESS
    • REFERENCES
    • APPENDIXES
  • 3. 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 CLIPS
    • SETTINGS
  • 4. RATIONALE
    • MOTIVATION
    • IMPORTANCE
    • EXPOSURE TO REAL LANGUAGE INTERACTION
    • CULTURE
    • BETTER COMPREHENSION
    • LESSON PLANNING TIME
    • PREAMBLE TO WRITING and SPEAKING EXCERCISES.
  • 5. 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.
  • 6. VIDEO CLIPS
    • Can be presented in different settings
    • As a way of presenting content
    • As a means to access learners 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
  • 7. 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
  • 8. SELECTION CRITERIA
    • Comprehensibility
    • Dialogue with a high degree of visual support
    • Appropriate speech delivery
    • Clear picture and sound
    • Standard accent
    • Appeal
    • Appropriateness of the context
    • Level of student need
    • Motivation and Interest
    • Age
    • Suitability
    • Time
    • Class objective
  • 9. 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
  • 10. 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
    • Dont exceed 5 minutes.
    • Try to stimate the time students will take to do each activity
  • 11. 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.
  • 12. 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
  • 13. 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.).
  • 14. APPENDIXES
    • Lesson plan template
    Lesson template video
  • 15. THANK YOU!