Author :
BOUMANN, Lenny 1990
" Veni, video, vici: Video in language teaching "
ENGLISH TEACHING FORUM, April '90, pp. 8-13
VIDEO
Advantages:
*diversing curriculum
*provide rich variety of language and culture
*bring an air of reality
visual signs
*expose Ss to a wide variety of means of communication
Disadvantages:
actually misconceptions)
*unjustifiable time filler
Types of Video(acc. To how they are produced):
1.ELT companies + / -
2.other corporations
3.by T's (through of air programmes)
- / +
1.(-) the material may not fit learners' needs
(+)ready made commercial material
VIDEO CHECKLIST:
Material fits into objectives
Material exploitable
Cognitively suitable(=Ss understand the content)
Realistic, stimulating, amusing
Of suitable length(sequence 3'-5' or 20')
Get acquainted with equipment
Prepare tape in advance.
VIDEO PRESENTATION PROCEDURE:
Pre-Viewing SPQq Warm up for visual signs
Silent Viewing
SPQq Listening to the soundtrack
SPQq Viewing
Post-viewing
Author :
STOLLER, Fredericka L. 1990
" Films and videotapes in the content based ESK/EFL classrom "
ENGLISH TEACHING FORUM, Oct. '90, pp. 10-14
VIDEO
Previewing/1.STUDENT INTERVIEWS/ Polls:
Ss can interview or poll other class members about issues related to the film/video.
VIDEO
Previewing /2.PROBLEM SOLVING:
Ss can be presented with a problem that highlights issues from the film or video.
In small groups , Ss can discuss and attempt to solve the problem,
Later reporting possible solutions to the class.
VIDEO
Previewing/3.FILM SUMMARY:
Ss can skim a written summry of the film/video for the main ideas and /or scan
the summary for specific details.
Skeleton of the lecture notes can be distributed,
with blanks for Ss to fill in missing information
VIDEO
Previewing/4.INFORMATION GAP EXERCISES:
After introducing Ss to the topic of the film/video, they can fill in a grid.
VIDEO
Viewing/5.FILM INTERRUPTIONS:(open-ended)
The film can be interrupted in progress to clarify key points in the thematic
development of the film and/ or a film can be interruoted so that Ss can discuss
the content of the film up to that point or predict what will happen in the
remaining portions of the film.
VIDEO
Post-Viewing/6.IN CLASS POLLS or INTERVIEWS:
Ss can interview class mates to find out reactions to the film or to explore issues
raised in the film. Ss can report findings orally(either to the whole class or to
a small group) and/or in a written essay.
VIDEO
Post-Viewing/COMPARISONS:
Ss can compare what they knew about the film/video topic before the viewing
with what they learned as a result of the viewing.
VIDEO
Post-Viewing/AGREE/DISAGREE/UNSURE ACTIVITY:
Ss can react individually to a series of statements related to the film /video.
VIDEO
Post-Viewing/RANKING:
By ranking various characters , issues,etc., of a film/video, students can attempt
to reach a consensus.
VIDEO
Post-Viewing/ PARAGRAPH ORGANISATION:
Exercises that will help Ss with paragraph organisation:
a.After eliciting the main ideas of the film/video, Ss can list details that support
major issues; these main points and suporting details can be used to write
a paragraph or composition.
b.Ts can put printed film summaries into "strips", comprising one sentence or
an entire paragraph. Ss can practýce organized paragraphs by assembling the
strips into logical order, therby reconstructing the summary.
c.Based on a close examination of an introductary paragraph, focusing on
certain features of the film/ video, students can identify ideas to be developed
in subsequent paragraphs. Then, they can compose those paragraphs.
VIDEO
Role-plays:
Ss can roleplay characters or a situation from the film/video.