V2 from you tube apprehension to paragraph construction


Published on

Because video can provide a break from the textbook routine and a novel approach to language learning, teachers can take advantage of the benefits behind the use of video in a language classroom to promote both teaching and learning. The number of ways in which video can be used in class to enhance learning is unlimited provided the teacher exploits at its full. One way to exploit fully a video segment and implement effective teaching strategies in developing writing is the use of graphic organizers (GOs). The use of GOs in writing helps learners approach a writing text in a metacognitive way since they are focusing on what they are doing and on how they are going to organize and recall information provided by a visual input to be transferred into written output. In implementing video and GOs in a writing class, learners are aware of how their paragraph will be structured (cause and effect, comparison and contrast, classification, problem and solution, for and against, procedure and sequence, definition).

Published in: Education, Business, Technology
  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

V2 from you tube apprehension to paragraph construction

  1. 1. From You Tube Apprehension to Paragraph Construction By Azzeddine Bencherab & Hachemane Najet Our Classroom Today
  2. 2. This lesson has been pilotedin Miss Hachemane NajetClassroom in February 2011with learners whose agevary from 16 to 18 in SidiBoubekeur HighSchool
  3. 3. Abstract1- Learners’ motivation in a video based class: Authenticity of language A break from the textbook routine2- The presenter will: bring answers to the “whs” regarding the use of video share a lesson plan on how visual clues could be exploited in using GOs propose a number of GOs and share some ESP video segments
  4. 4. Video segments- model paragraphs and related graphics:
  5. 5. Lesson: WritingFunction: Describing How Something is Made/doneType of discourse: ExpositoryLanguage forms: is/are + Verb past participle; sequencers: first, then….Topic: How Olive is MadeEstimated Duration: 3 sessions of 45 minutesMaturity level: Low intermediateGeneral Objectives: Learners should be able to: Generate ideas for writing by using graphic organizers from discussion Write a coherent paragraph describing how something is made
  6. 6. 1. PrewritingStrategy: Group brainstormingStep: PreviewingObjective:T. activates learners’ knowledge backgroundand checks how much learners know about the topic.Procedure:T. displays a set of pictures in the center of the board andengages learners in discussion. Answers/Ideas/lexical itemsthat arise during the talk are jotted down on the board.
  7. 7. Questions:- What tree is it? Are you familiar with this tree?- What does it produce? What other use? Guess: what is it?- Where do these trees grow? (Italy, Spain, Algeria,….)
  8. 8. Do you know how olive oil is obtained?Answer: Through a process.Remember this word “process”: Leather is obtained from theskins of animals through a process. Oil is obtained througha long process going from exploring through extracting.Photosynthesis is achieved through a process….Any process involves many steps before obtaining the finalproduct.
  9. 9. Step: While viewing:Teacher’s task:Key words like harvesting, cleaning, separated……are writtenon the board to be used later in step 2: writing.Once the video is over, the teacher elicits answers fromlearners taking care to involve as many learners as possible.Questions:What was the man doing? Where are the olives taken afterthat? Are they taken away with their branches?....
  10. 10. Step: Post viewing: Harvesting Separating Mixing Grinding Cleaning
  11. 11. HarvestingCleaningGrindingMixingSeparating
  12. 12. Harvestinga- First step in making olive oil.b- Farmers beat trees with their hand to release the fruit.c- Farmers pick the olives and take them to a mill.d- After being brought there, branches and leaves removed,then sent to a cleaner. Cleaninga- Olives cleaned, stems removed.b- Olives washed with water to remove pesticides, dirt, etc…
  13. 13. GrindingOlives crushed into a paste with stone mills, metal tooth grinders,or others.MixingMixing the paste for 20 to 45 minutesSeparatingOlive paste put under pressure to extract the liquid oil along withwater from the fruit, leaving the paste behind.Oil separated from the rest of the olive components with press.Oil left in barrel.Olive oil bottled - water discarded.
  14. 14. 2. WritingLearners gather in small groups and start writing their firstdraft. At this stage they won’t bother about grammar,spelling and punctuation. They just keep on writing.
  15. 15. 3. RevisingLearners revise their work with: A.R.R.R in mindAdding Removing Replacing RearrangingWhat is else needed? Remove extra Find better Rearranging/ words/ ideas. details to make displacing an- What ideas could be the paragraph idea…..expanded? livelier- Which ideas werenot included?
  16. 16. 4. EditingCheck spelling, capitalization, punctuation, grammar, sentencestructure, subject/verb agreement, consistent verb tense,word usage.
  17. 17. 5. Publishing
  18. 18. Model ParagraphThe process for making olive oil is simple. First, olive is harvested bybeating the trees. Once the olives have been picked, they are brought to anolive mill. Then, the olives are cleaned, stems, leaves, twigs, and otherdebris are discarded and then washed with water to remove pesticides andturns themdirt. After that, the cleaned olives are run through a mill whichinto a paste by using a stone grinder to mill olives. Next, the olive paste isput under pressure to extract the liquid oil along with water from the fruit,leaving the paste behind. Finally, The olive oil is separated from the water,usually in a centrifuge, and the olive oil is bottled while the water isdiscarded.
  19. 19. Did I practice whathas ben preached?
  20. 20. IntroductionVideo: powerful tool in improve learners’ language skills provide learners contextual clues can be valuable if well implemented; if relevant to learners’ needs and present useful information
  21. 21. Why use video provides visual and audio stimuli enabling learners to predict, speculate, activate background schemata context for learning (Fazey, 1999; Johnston, 1999). is a catalyst to help integrate teaching materialsor aspects of the language. is a tool that can be controlled: stopped, paused, repeated.
  22. 22. What are the challenges?The use of videos can be challenging as teachers take time topreview, select and prepare activities for learners.
  23. 23. What to consider?Arcario (1992), Johnston (1999), and Stempleski (1992)suggest the following questions before choosing a video orvideo series:
  24. 24. otivation acingontent raphics What questions?larity ength ndependence
  25. 25. Motivation PacingWill the video appeal to Is the rate of the languagelearners? too fast for learners? Content GraphicsDoes the content match What graphics can be used tothe instructional goals? explain a concept?Is it culturally appropriatefor learners? Clarity LengthIs the instructional message Is the sequence to be shownclear to learners? short enough? Independence Can this segment be understood without lengthy explanations?
  26. 26. How to use video“Teaching with video is not a matter of pressing “Play” andtelling learners to watch” Davis (1998).Careful preparation, planning and appropriate teacherguidance of pre-viewing, viewing, and post-viewing activitiesare highly required (Burt 1999, Stempleski 1993, Stoller1993).
  27. 27. Pre-viewingActivities in the pre-viewing step: tap into the learners’ background knowledge/ present thetopic in the segment. key vocabulary is introduced to stimulate learners’imaginations, spark their interests, and assist comprehension.Pre- viewing activities lead learners to discover what theyare going to view and what they are expected to do.
  28. 28. Teacher’s tasksSuggest activities that involve looking at still pictures andpredicting language and content to be coveredElicit information from learners to get an accurate idea oflearners’ prior knowledge.Draw learners’ attention on the type of GO to be used,provide structure for the presentation of new material and/orindicate relations between ideas.
  29. 29. ViewingLearners focus on the gist of the content, watch carefully inorder not to miss important visual clues.Teacher’s tasks Plays the segment more than once if necessary to ensurelearners’ understanding what goes on. Reviews and clarifies complex points, encouragesdiscussion, explain and assigns the task.
  30. 30. Post- viewingLearners are directed to discuss in small groups thelanguage and the information presented in the video usingthe lexical items and visual clues used in the video.Visual clues are connected with learners’ prior knowledgeand proceed to fill their organizers (Dye, 2000).
  31. 31. All about GOsA GO is a visual communication tool that uses visualsymbols to express ideas and concepts, to convey meaning.A GO is effective to enhance learning as they: are easy to design. reach different skills. help visual learners to understand material best whenthey see it, rather than only listening. help learners organize their thoughts/notes and becomeindependent.
  32. 32. Types of GOs BeginningChain of Events:Chain of Events is used to describe the stages First eventof an event, the actions of character or thein a procedure.Key questions: What is the first step in the Second eventprocedure or initiating event?What are the next stages or steps?How does one event lead to one another? Third eventWhat is the final outcome? Output
  33. 33. Clustering:Clustering is a nonlinear activity that generates ideas,images and feelings around a stimulus word. Aslearners cluster, their thoughts tumble out, enlargingtheir word bank for writing and often enabling them tosee patterns in their ideas. Clustering may be a classor an individual activity.
  34. 34. Cycle:A cycle attempts to show how a series of events 1interacts to produce a set of results again andagain, such as the life cycle.Key frame questions:What are the main events in the cycle? 4 2How do they interact and return tothe beginning again? 3
  35. 35. ProblemFishbone Mapping:A Fishbone Map is used to show the Detail Detailcausal interaction of a complex event (anelection, a nuclear explosion) or complexphenomenon (juvenile delinquency,learning disabilities).Key frame questions: What are thefactors that cause X ? How do they Detail Detailinterrelate? Are the factors that cause Xthe same as those that cause X topersist? Solution
  36. 36. ConclusionVideo: combines visual and audio clues but provides acontext for learning (Fazey, 1999; Johnston, 1999).allows learners to see facial expressions and body languageat the same time as they hear the stress, intonation, andrhythm of the language (Bello, 1999).
  37. 37. The GO approach canimpact positively to teach learners generate ideas andorganize them into a paragraph from a video segment.channel learners’ enthusiasm to write and route it towriting paragraphs.Failure in using GOs is attributed to teacher instructionPlanning carefully and choosing the appropriate GOare much recommended for learners to see the linkbetween the visual clues in the video and the GO.