Lights, Camera, English!

Jill Davidson and Michael Connolly

ELTeCS 24 November 2011

Lights, Camera, English!

• Why (not) use audio-visual material?

• Criteria for selecting video

• Activities:

Gap fills Drama extension Silent movies Backs to the Board Prediction Using news Cover the picture

• Resources and Links

Why use audio-visual material?

Pros Cons

Solutions?

Why use audio-visual material?

Pros Cons•Authentic listening

•Motivating and a change of pace

•Learning styles – Visual learners

•Body language and visual clues

•Learner support

•Students can learn about different cultures.

•Easily exploited by teacher using pause and rewind to replay or freeze parts.

•Equipment

•Technical difficulties

•Passivity

•Parents! (expectations of what learning involves)

•Resources and preparation

Solutions?

Criteria for selecting video

• Watchability

• Length

• Appropriateness of Content

• Level of maturity

• Degree of visual support

• Appropriateness of language

Activities:

Gap fills (to practise grammar/vocabulary/numbers etc.)

Activities

Drama extension and silent movies

Activities

Discussion

Activities

Back to the Board

Activities

Prediction: What’s going to happen next?!

Activities

Using the News

Headline: “Moose Ice Rescue!”

Activities

Cover the picture

Resources and Links:TV: record adverts, series, films or news from the TV

DVD/Video: films, series, documentaries etc.

Internet:

http://www.youtube.com

http://www.teachingenglish.org.uk/think/articles/video-young-learners-1

http://www.teachingenglish.org.uk/think/articles/video-young-learners-2

http://www.englishcentral.com/en/videos

http://www.videojug.com

Reading:

Using Authentic Video in the Language Classroom, Jane Sherman (CUP 2003)