Tag: using video in elt

Using Video in The Classroom – Why and How?

There are many benefits of using video in the classroom. some of them are:

  • Students enjoy language learning with videos.
  • Using videos makes language learning a happy experience and creates an attractive enjoyable learning environment.
  • Using videos provides students with a good opportunity to study body language and learn more about feelings.
  • By watching videos students can learn by absorption and imitation.
  • Videos communicate meaning better than other media.
  • Videos present language in context in ways that students can see who’s (or what’s!) speaking, where the speakers are, what they’re doing, etc. All these visual clues can help comprehension.
  • Using videos represents a positive exploitation of technology and match with the positive attitude of students towards television and videos compared to using books.

The possible purposes of using video in the classroom:

Once the decision has been made to use a video in class, thought should be given to what purpose the video is being used for. There are some roles that the video can take in the classroom. Below are four possible roles for video in the classroom.

  • Developing listening skills: Listening for global understanding and listening for details.
  • Providing information: Providing content relevant to students’ needs and interests.
  • Presenting or reinforcing language: Grammar, vocabulary, functions.
  • Stimulating language production: As a basis for discussion, a model for learners to follow, a visual aid, … etc.

However, using a video in the classroom may include more than one of these roles. students may watch a video to find out information about, for example, a famous person. The same lesson may also include work on developing listening skills to enable students to extract the relevant information. It could then be used to develop vocabulary on the topic of ‘lives’.

Criteria for selecting a good video:

When selecting a video for use in the classroom, the following points should be kept in mind.

  • The video should be so interesting that a young native speaker wants to watch it.
  • The ideal video clip tells a complete story or section of a story so that students will get the enjoyment when watching the whole video.
  • The length of the video shouldn’t be too long, perhaps between 30 seconds and 10 minutes depending on the learning objective.
  • The content should be suitable for being viewed in the classroom in all cultures.

Moreover, It is better to use videos which have been adapted from books or come with ready-made materials that can be used for language teaching.

However, if the video will be used for presenting language or for comprehension tasks, the following further factors should be considered when selecting it.

  • The scenes should be very visual. The more visual a video is, the easier it is to understand – as long as the pictures illustrate what is being said.
  • The pictures and sound should be clear.
  • The language spoken in the video should not be difficult for students to comprehend. Grammatical structures, language functions, and colloquial expressions presented in the video should be suitable for students learning level and age.
  • The linguistic content should be linked to the language in the curriculum or the coursebook, thus providing a way to integrate video work into the course as a whole.
  • The language level of the video should be appropriate for the level of the class without the teacher having to explain too much.
  • It is good if there is a lot of repletion of the key language in the video.

What types of videos can you use?

There are a lot of types of videos you can use in the classroom. The following are some:

  • Animation/cartoons.
    Educational programmes.
  • TV documentaries made for children about science/nature etc.,
  • TV advertisements suitable for children.
  • Music for children.
  • Simple drama.

P.S. If you want to know the stages of using a video in the classroom, go to printables.

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Using Video Clips in EFL Classroom

video in classroom

We often use video clips in EFL classroom to enhance listening skill and promote speaking. Video clips are valuable classroom tools especially when English is considered as a foreign language that is available to be listened to only in the classroom and not spoken outside it. Video clips provide students with an important stimulus for language production and practice. In addition, there are many other advantages of them in EFL classroom. Some of these advantages are as follow:
1. Students can observe in them real setting, actions and gestures.
2. They can be stepping stones to fun and communicative activities which include pre-viewing, while-viewing and post-viewing tasks.
3. They make everyday English accessible to learners.
4. The speech in them is authentic and the adversity of accents is clear.
5. They are rich with English-speaking cultures.
6. The language spoken in them is real, that is, structures are used in real contexts and real-life situations.

There are many things we can do with these video clips in EFL classroom. Here are some video clips-based tasks:

Sound off and watch:
Students are divided into groups. They watch the video clip with the sound turned off. It is preferable that the clip on focus includes emotions with plenty of gestures to stimulate students’ imagination. Students in each group are asked to predict the content of the scene, write their own script and perform it for the public. After the performances students watch the scene with sound turned on and decide which group was the funniest and which one is the nearest to original. This exercise is a good fun and promote speaking and imagination as well.

Information-gap exercise:
Students are divided into two groups. Students of the first group see and hear a clip; students of the other group only hear it. After that students of the second group have an interview with students of the first group asking them about what they have seen. This exercise is good for practicing grammatical structures, promoting speaking and enhancing listening skill.

Watch, observe and write:
Students view a scene full of actions. Then they are asked to write what they have seen. This exercise aims at practicing new vocabulary and writing compositions.

Dictation exercise:
Students watch a clip a few times. Then they are asked to write the main words and important phrases that a particular character says. Students are divided into groups. Each group is asked to focus on a character, listen carefully to what it says then write the key words and phrases of its speech. Teacher checks spelling and grammar of what students have written.
After that students are asked to use their memory or imagination to add to what they have written to compose the whole script of the video clip. Then the groups can perform the scene. This exercise gives students the opportunity to work on grammar and vocabulary, promote listening and practicing writing.

Watch and answer:
Students are asked to focus on the actions they can see and the dialogue spoken. Teacher can teach them the key vocabulary beforehand. After watching, students’ memory and comprehension are tested by asking them a series of true/false questions and asking them to put a series of events in order.

Features of pronunciation exercise:
We can select a scene deals with connected speech in particular prominence (or sentence stress) which is the speaker’s choice and use to convey a meaning. Students can watch the scene and decide which parts of the sentences are prominent and the meaning that the speaker wants to convey with his sentence stress. This exercise is very useful to allow students to practice sentence stress in context.

Put-in-order exercise:
In this exercise students listen to and see some jumbled mini dialogues. They are asked to put the mini dialogues in logical order to make a good and real conversation that we can enjoy and understand. And then students are asked to role play the whole conversation. This exercise develops students’ communication skills and encourages them to practice conversational English.

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