Teaching with audio vidual resources
Upcoming SlideShare
Loading in...5
×
 

Teaching with audio vidual resources

on

  • 260 views

These slides complement the session “Teaching with audio-visual resources” delivered on 13th September 2013, at the University of Manchester.

These slides complement the session “Teaching with audio-visual resources” delivered on 13th September 2013, at the University of Manchester.

Statistics

Views

Total Views
260
Views on SlideShare
205
Embed Views
55

Actions

Likes
0
Downloads
1
Comments
0

1 Embed 55

http://benguilbaud.com 55

Accessibility

Categories

Upload Details

Uploaded via as Adobe PDF

Usage Rights

CC Attribution-NonCommercial-NoDerivs LicenseCC Attribution-NonCommercial-NoDerivs LicenseCC Attribution-NonCommercial-NoDerivs License

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Teaching with audio vidual resources Teaching with audio vidual resources Presentation Transcript

  • TEACHING WITH AUDIO-VISUAL RESOURCES Benoît Guilbaud Senior French Language Tutor benoit.guilbaud@manchester.ac.uk
  • 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. View slide
  • 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. View slide
  • “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
  • Exercise Design 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 suggestedYouTube 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 ___ 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 ___ 20 20 20 20
  • 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
  • Benoît Guilbaud Senior French Language Tutor benguilbaud@manchester.ac.uk Thank you for attending