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Using video in English language teaching
Many teachers find that video provides considerable benefits in English language teaching and learning, and they are absolutely right. The advantages of using video that may be expected are:- Younger learners think that video itself is engaging and appealing.
- Students can see and hear a 'complete speech event ', which includes not only language, but also body language, cultural aspects and situational factors, such as the age and personality of the people speaking.
- The visual element makes the language understudy more memorable.
- The contextual information provides cross curricula approach in teaching.
- Video also stimulate the student's imagination and can lead to follow-up activities.
First of all, teachers should realize that it is more effective to use 10 minutes of video every week than 40 minutes every month. All activities, involving video, may be divided into 3 categories:
- Before viewing - activities you can do with the students before they watch video to raise their interest and make them more involved in what they are about to see.
- Viewing the video - watching the video in different ways.
- Follow-up - activities you can do with students after they have seen the video.
Before viewing
1. Brainstorming.
Brainstorming can help to stimulate the student's interest in watching video. To do this you can write the topic on the board, and write 'What we know' and 'Questions we have' in two circles.
Topic: «Antarctica»
Student can then watch video to find out if «What we know» is correct and to find answers to their questions.
2. Student research.
A few days or a week before watching the video the teacher tells what topic it will be about. Students are asked to do some research on this topic by interviewing people, asking family, friends or other teachers, looking through books, magazines, newspapers, encyclopedias, etc.
Viewing the video
1. Finding differences.You may ask the students to focus on the differences that the video presents. To guide them in this, you could give them some headings:
«What people wear»
«What objects / places are different» etc.
2. Half the screen.
If you put a piece of card over half of the screen you can ask students to predict what is happening in the other half.
3. Language search.
To focus the student's attention on the authentic language used in the video ask them to find words / phases people use to express regrets / surprise sorrow, etc…). You can also write some key words from the video in the mother tongue and ask students to find English equivalents. Students may be asked to complete the sentences, written on the board by the teacher or to full in the missing words from the video.
4. No picture and no sound techniques.
The first time you play the video, you can play only the sound, turning the brightness and contrast down. You can ask the students what they think the people is happening, where the people are, what they look like, etc.
Alternatively, you can show only the picture and ask students what they think the people are saying.
5. Pausing.
Press the button 'pause' for asking students what has just happened or what they think will happen next.
6.Search for information.
Write some questions on the board and aim students at searching the answers in the video.
7. Visual skimming.
Visual skimming is a way of playing the definite extract so that they can get the general idea of what it is about. After that you may discuss what they think happened in the video and what they hope to hear and see when you play the same episode for the second time. For doing this activity you have to play the extract on 'fast forward cue', as it runs at double speed with no sound.
Follow-up activities
1. Project work.The plot of the video can be used as a starting point for project work. If, for example, the students have watched the video about environmental problems, they could investigate local problems and make a poster 'How to keep our town clean and tidy'.
2. Role-play.
Video provides good opportunities for role-playing. There exist several possibilities. The teacher can ask students to:
- re-enact an episode from the video in their own words;
- prepare and act out a similar episode;
- to complete the episode or change it using their own ideas.
Gribovskaya O. V.
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