Transcript TEACHING ENGLISH BY USING VIDEO

Using multi-media
on the English
lessons
The group of creative teachers:
Natalia Romashyna, school # 52
Tetiana Belkina, school # 45
Marta Markova, school # 91
Olha Mychka, gymnazium “Hrono”
Myroslava Dobrianska, Law gymnazium
Natalia Chubinska, school “Dyvosvit”
Halyna Kovalyk, school #1
The structure of the work:
5 meetings
 Individual work
 Group work
 Cooperation with pupils
 Publishing the booklet

Subject
Electronic dictionaries;
 Teaching English by using videos;
 Teaching English by using the Internet;
 Teaching English by using course books
CD-ROMs;
 Smart Board on the English lesson;
 Multi-media presentation on the English
lessons


10% of what we read

20% of what we hear

30% of what we see

50% of what we see and hear

70-90% of what we see, hear and do

Video can be used to illustrate how
something works

Video provides information in detail that
text and graphic cannot

Video can grab students’ attention

Video can show real life examples

Video can appeal to the learning styles of
visual learners
during the English classes are that of motivating and
helping students to understand this language, but still,
there are some rules to follow in order to get good results:

First of all, the movie part or video should not be longer
than 5 minutes, in order to help them understand properly
what it is about and what their tasks are.

Secondly, it is advisable to make a correct prediction of
the time students might take to perform the tasks.

Thirdly, one should also mind the context in which the
video is used, the video should be part of the whole lesson
management. An essential element is to have a clear aim
for using the video and also to be able to understand
students' needs like: vocabulary explanations, guessing
words from context or from using gestures and facial
expressions.
 Interest - Any video chosen for use in class must be
interesting or attractive.
 Length - Your video sequences must be suitable for
class time.
 Language
level - It is more important to grade
the task or activity so that the class can deal with it,
rather than to grade the video material itself.
 Language
items to be taught -
The focus can be changed according to your aim of
the lesson.

There are two types of video sequence. One is the educational
video made specifically for language learning and the other is
normal video (i.e., video/TV/film material made originally for native
speakers)

Drama - TV soap operas, drama series, plays, situation comedies,
etc.

Documentaries - any material which is non-fictional and or
unscripted. TV news programmes, interviews, sports programmes, TV
talk shows.

TV commercials - all kind of TV or cinema advertising material.

Music videos - generally used to refer to pop music videos of all
kinds.

“In-house” video material– you can make it yourself using home
camera.
 Shooting
new video
 Students participation
(assignment, report, project)
 Record from TV directly
 From Internet
 Usage of ready courses by
Oxford, Longman,etc.
Any implementation to provide teachers
with technology tools must be done with
an objective “keep it simple’. Teachers
should avoid:
 Technology that is too complex
 Technology that involves too much work
to use it
 Technology that increases the need for
more classroom support
Lack of resources
 Lack of equipment
 Lack of required software
 Technical problems
 Lack of legibility of audio and visuals
 Lack of attention

When possible, use segmented viewing –
short clips from the longer proram
 Leave the classroom lights on. Let
students know this is active rather than
passive
 Help students to understand a reason for
watching and direct them toward
meeting the direct learning outcomes


Predicting

Viewing comprehension

Listening practice

Speaking practice (role plays, inteview,
information gap, discussion)
http://www.schoolvideos.com
 http://www.teachertube.com
 http://www.eslpartyland.com
 http://www.schoolvideos.com
 http://www.EzineArticles.com
 http://www.wnet.org
 http://www.video.about.com
