Using the video for young learners at English lessons

PLAN:

•1. Introduction •2. Criteria for selecting video•3. Video types•4. Video activities•5.Conclusion

• INTRODUCTION

"Children learn better if they have a positive attitude towards what they are doing and if they are motivated or want to do it [Williams 1991 : 207]. One way of providing or increasing this motivation is through the use of video which, according to Marsden, brings "fun and added motivation to language learning" [1991 :51]. Video presents language not only in context but also in a manner that can have an impact upon learners: 'grabbing' their attention in a way that is impossible for a static text or a sound-only recording, video is "...dynamic, immediate and accessible" [Lonergan 1984 : 4].

"Connections seem to be made between the language input from the TV and the foreign language in the outside world. In other words, use of video or TV...does not teach language, but it most certainly supports its acquisition." [Vale with Feunteun 1995 : 111].

What are the benefits of using video in the classroom?

ARCARIO suggests that the following factors should be considered when choosing video materials:

Other criterias for selecting video:

Would a native speaking child want to watch the video (programmes produced for native speaking children are usually interesting)? Does the material avoid didacticism? Is the content interesting? Would a child want to watch the video again and again? [1995 : 111]

Video activities

center on understanding input focus on output practice

Conclusion

In conclusion video materials are very important and In conclusion video materials are very important and major part in teaching English as a second language. It major part in teaching English as a second language. It is mostly interesting for young learners but teacher is mostly interesting for young learners but teacher may use videos for all ages. If teacher want his or her may use videos for all ages. If teacher want his or her students to know English well, teacher should use students to know English well, teacher should use videos more and make a good tasks. Nowadays videos more and make a good tasks. Nowadays teaching language with video materials became more teaching language with video materials became more available in our country. Because each school in available in our country. Because each school in Kazakhstan has a multi-media classes, interactive Kazakhstan has a multi-media classes, interactive boards and etc. As a future teacher I advise you to use boards and etc. As a future teacher I advise you to use videos at your lessons, but you should know borders. videos at your lessons, but you should know borders.

SEMINAR QUESTIONS:

•1. What are the benefits of using video for young learners at English lessons?

•2. What is the criteria for selecting video?•3. What kinds of video types do you know?•4. Would a native speaking child want to watch the

video?•5. Would a child want to watch the video again and

again?•6. What are the video activities? Dwell on each of

them.

SEMINAR TASK:Video project work on Theme “Interview with my friend about youth problems”

Video- lesson You are going to conduct the video lesson of English language in multicultural school. And the theme of your lesson is “Third’s culture Kid’s problems”. In the video lesson first of all should be given the pre-viewing activities in order to tap into the students’ background knowledge:

After answering the questions students watch the video and in the middle of the video there is a while-viewing activity which is aimed to focus student’s attention on the gist of the content:

DOES SHE THINK ON RUSSIAN OR ENGLISH?

DOES SHE THINK ON RUSSIAN OR ENGLISH?

DOES SHE HAS FRIENDS IN BOTH COUNTRIES?

DOES SHE HAS FRIENDS IN BOTH COUNTRIES?

After watching the whole video students should retell and analyze the situation from the video.

FIND OUT THE MULTIRACIAL OR

INTERCULTURAL PROBLEMS.

CAN THIS PROBLEMS

INFLUENCE ON KATYA’S

PERSONALITY?

CAN WE DEFINE HER AS

“CULTURE BROKER”?

AND WHAT TO DO IN ORDER

NOT TO FACE SUCH PROBLEMS?

FIND OUT PROPER SOLUTIONS.

References:

• 1. 1. Arcario, P. 1993. Criteria for selecting video materials. In Video in second Arcario, P. 1993. Criteria for selecting video materials. In Video in second language teaching: Using, selecting, and producing video for the classroom, language teaching: Using, selecting, and producing video for the classroom, ed. S. Stempleski and P. Arcario. Alexandria, VA: TESOL Inc., 109-122.ed. S. Stempleski and P. Arcario. Alexandria, VA: TESOL Inc., 109-122.

• 2. Lonergan, J. 1984. Video in language teaching. Cambridge: Cambridge 2. Lonergan, J. 1984. Video in language teaching. Cambridge: Cambridge University Press.University Press.

• 3. Stempleski, S. and B. Tomalin. 1990. Video in action: Recipes for using 3. Stempleski, S. and B. Tomalin. 1990. Video in action: Recipes for using video in language teaching. New York: Prentice Hall International Group.video in language teaching. New York: Prentice Hall International Group.

• 4. Parker, M. 2000. Pronunciation and grammar: Using video and audio 4. Parker, M. 2000. Pronunciation and grammar: Using video and audio activities. English Teaching Forum 38 (1): 24-31.activities. English Teaching Forum 38 (1): 24-31.

• 5. Stoller, F. L. 1993. Using video in theme-based curricula. In Video in 5. Stoller, F. L. 1993. Using video in theme-based curricula. In Video in second language teaching: Using, selecting, and producing video for the second language teaching: Using, selecting, and producing video for the classroom, ed. S. Stempleski and P. Arcario. Alexandria, VA: TESOL Inc., classroom, ed. S. Stempleski and P. Arcario. Alexandria, VA: TESOL Inc., 109-122.109-122.

• http://www.englishcentral.com/videos#!/index/6-young-learnershttp://www.englishcentral.com/videos#!/index/6-young-learners

Task 1 •On the basis of the Internet resources make a

selection of adequate age features of pupils of preschool and elementary school of video materials and range them on formed abilities and competences and approve in a class. Give your own arguments for their didactic efficiency.- On a material the Internet of resources make a bank of video materials for kids.

Make your own animated video

•Make your own animated video at http://go•animate.com/•Choose your own theme, characters and topic•Good luck!!