Exploiting video to the max
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Exploiting video to the max X Jornadas EOI Canarias 4/11/16 Elena Merino
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Transcript of Exploiting video to the max
Exploiting video to the max
X Jornadas EOI Canarias4/11/16
Elena Merino
Using video in class: a new phenomenon?
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The end of term video!
The end of the week video!
Video creation was also posible!
How have our habits changed?
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FROM TO
Video creation has moved on too…
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“If video is to be used in the classroom to improve listening comprehension, it should be shown in segments and not as a whole.”
listening, as a whole, video, in segments
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Canning-Wilson (2000)
Advantages of (short) video
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1) They hold our students’ attention
3) They can be watched repeatedly in a lesson
4) Focused exploitation is easier
5) Paralinguistic characteristics aid
comprehension
6) Students are subjected to ‘real’ English.
2) They can be watched on the go
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DURING
Comprehension questions: students listening out for words, details, understanding the gist
Vocabulary exploitation
Pronunciation (accents, intonation)
A basic framework
POST
Using the video as an inspiration / stimulus for student production: written / spoken / video creation.
PRE
Making predictions about what they’re going to see -provides a reason to watch
Eliciting what students already know about the topic, generating vocabulary and context
Pre-teaching vocabulary as appropriate
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DURINGComprehension questions: students listening out for words, details, understanding the gist
Vocabulary exploitation
Pronunciation (accents, intonation)
A basic frameworkPOSTUsing the video as an inspiration / stimulus for student production: written / spoken / video creation.
PRE Making predictions about what they’re going to see -provides a reason to watch
Eliciting what students already know about the topic, generating vocabulary and context
Pre-teaching vocabulary as appropriate
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Predictions based on the title
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www.wordle.net
Predictions based on video stills
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Where are they?
How do they feel?
What are they doing? How do you know?
What could they be celebrating?
What is she looking at?
Can you confirm any of the answers from the first slide?
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What is she doing in each image?
Why has she reacted in this way? How many possibilities can you think of?
Which reaction came first? Why?
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A living graph
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Howard
EveM
OO
D
TIME1 2 3 4
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An easy way to do screenshots
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Describe the characters
Who said what?
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I just wondered if I could have a little look at it.
I was just about to call you.
I can’t wait to show it to your grandmother tonight
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How many words can you find associated with getting married?
Put the sentence in order…who said it?
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Dubbing
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Silent video? Surely not!
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• Work in pairs
• Student A watches the video (on mute, 20 sec) and provides a running commentary to Student B who is facing the other way. Student A tells a lie.
• Students swap roles. Student B watches the video (on mute, 22 sec), Student A faces the other way. Student B tells a lie.
• After students spot the lies!
…with a twist
back to back
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PREDICTION TIME!
What is he going to spend the money on?
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What might we do next?
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Can I do this activity at lower levels?
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• Choose a section where the action changes more slowly (or put the video in slow motion!)
• Allow the student who is speaking to see the section once prior to describing it.
• Students do a summary as opposed to a running commentary.
• Students say 3 true points and 1 lie: which was the lie?
Youtube? My internet connection is unreliable!
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What other ways are there to watch videos online, answer Q & get feedback?
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Student videos: creation and sharing
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• What’s your favourite type of food?• What’s your favourite dish?• Where do you like to eat?
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Do you know this actor?
James Nesbitt
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Prediction time!
What is going to happen in the video?
Let’s check your predictions!
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What challenges does the video
present?
We’ve exploited the video for
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VOCABULARY COMPREHENSION
Can we use it as a stimulus for production/ discussion?
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Cover-ups
Telling lies (not!) Taking responsibility
Humour
What are the themes?
PLUS…The video was released in 2003: how does it show its age?
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Technology / the way we access
information
Student creation
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A story / role play / sketch including a lie / cover-up /
deception
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Alternative to EdPuzzle
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https://ed.ted.com/ https://www.playposit.com/
Alternative to Padlet
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Recommended websites for working with films
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tagxedo.com Wordsift.org
Wordcloud generators
http://eltlearningjourneys.com/
Bibliography
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Canning-Wilson, C. (2000). Practical Aspects of Using Video in the Foreign Language Classroom. TESL Internet Journal, 1-16.
Stempleski, S. (2002). Video in the ELT classroom: The role of the teacher. In J.C Richards and W.A. Renandya (eds), Methodology in language teaching. An anthology of current practice (pp. 364-367). Cambridge: CUP.
Stannard, R. (2015). Is the Flipped Classroom relevant to ELT? EFL Magazine. Retrieved from:http://eflmagazine.com/is-the-flipped-classroom-relevant-to-elt/ Villalobos, J. (2010). El uso del video y del audio como recursos didácticos para la evaluación de la comprensión oral en estudiantes de inglés como lengua extranjera. Entre Lenguas, 15, 25-47.
Images: iStock, Google imagesTextbooks: Speakout 2nd ed
Videos: My worst week (SO 2nd ed)Yellow Pages TV advert
Naik Foundation
Thank you!
Any Doubts?
Mail: [email protected]: @merino_helenFacebook: Elena MJBlog: http://eltlearningjourneys.com/
