teaching with audio vidual resources
DESCRIPTION
These slides complement the session “Teaching with audio-visual resources” delivered on 13th September 2013, at the University of Manchester.TRANSCRIPT
Teaching with audio-visual resources
Benefits Downsides & pitfalls
- fosters multimodal approach
- increases motivation
- improves listening skills
- provides realistic context
- can replace instructions in L1
- can cater for learning disabilities
- can be time-consuming
- requires grammar input balance
- can be difficult or daunting
- may generate technical difficulties
- can make it difficult to cater for
learning disabilities
Copyright, etc.
ERA licence
JISC - Legal Guidance for ICT Use in Education, Research and External Engagement
The Copyright Licensing Agency
Understanding Intellectual Property
Creative Commons
Copyright, etc.
“This recording is to be used only for non-commercial
educational purposes under the terms of the ERA Licence”
Copyright, etc.
Teaching with music
Low/mid-level learners (A1 → B1)
Using music at A1 → B1 levels
Focus on lyrics is not necessary
Describe genre, emotions, instruments
Create “real-life” context (bar, public place)
e.g. Exchanging phone numbers in a loud pub
Break down emotional barrier
Wake everyone up!
Teaching with music
Mid/high-level learners (B2 → C2)
Using music at B2 → C2 levels
Fill-the-gaps lyrics
Look at figures of speech, sub-text
Study song in context (political, social)
Make up additional verse
Write your own song!
Teaching with video
Low/mid-level learners (A1 → B1)
Using video at A1 → B1 levels
Activities not based on transcription
Listening for particular words can be hard
Use video as prompt for description
Describe people’s appearance, setting, genre
Look for specific people or situations
Put story back in order
Teaching with video
Mid/high-level learners (B2 → C2)
Using video at B2 → C2 levels
Content-based questions (open / closed)
Listen for specific phrases, words
Disambiguation tasks
Put dialogues back in order
Write summary
Give opinions, discuss contents
ExerciseDesign your own activity
Design your own activity
In groups of three:
On a computer, access the session resource page at http://goo.gl/KHjCK7
Pick one of the suggested YouTube videos, or choose your own
Think of a language learning task based on this video
Fill in the form outlining your task
Present your work to another group, and vice-versa, with feedback
Box of broadcasts
Box of broadcasts
Log in as a UoM user
Browse and watch TV programmes, films
Request a programme recording
Embed your programme in Bb9
http://bobnational.net
Using animations & semiotics
Using animations & semiotics
Use animations to complement instructions in FL
Show, hide, move, reveal, flash, conceal
Using animations & semiotics
vingt-deux ___
seize ___
trente ___
treize ___
six ___
douze ___
deux ___
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quarante ___
quarante-et-un ___
vingt-et-un ___
cinquante-neuf ___
soixante-neuf ___
trente-neuf ___
vingt ___
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Using animations & semiotics
vingt-deux ___
seize ___
trente ___
treize ___
six ___
douze ___
deux ___
13
40
21
69
59
30
41
20
16
39
6
12
22
2
quarante ___
quarante-et-un ___
vingt-et-un ___
cinquante-neuf ___
soixante-neuf ___
trente-neuf ___
vingt ___
22
13
21
20
16
30
6
12
2
40
41
59
69
39
1. Jean-Paul Jasserand
2. Mme Leboeuf
3. Antoine Bernard
4. Anne-Marie Lépine
5. Frank Martin
a. architecte
b. professeur de tennis
c. agent des postes
d. journaliste
e. secrétaire
?
Using animations & semiotics
