Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Exploiting video to the max

422 views

Published on

Stuck for a lesson idea? Stick a video on! Not quite: videos are undoubtedly a great classroom tool: they engage and motivate our students, but how can we use them to maximise learning? In this session we will look at some lively pre-, during- and post- activities around comprehension and exploiting vocabulary, but also how good videos can be used as the spark to get our students speaking and writing. There is a wealth of tools and sites available for editing and indeed creating videos and we’ll look at examples from some of the best, all with the aim of devising video activities which are fun, effective, creative and educational.

Published in: Education
  • Be the first to comment

  • Be the first to like this

Exploiting video to the max

  1. 1. Exploiting video to the max British Council 1/10/16
  2. 2. Using video in class: a new phenomenon? 2 The end of term video! The end of the week video! Video creation was also posible!
  3. 3. How have our habits changed? 3 FROM TO
  4. 4. Video creation has moved on too… 4
  5. 5. Advantages of (short) video 5 1) They hold our students’ attention 3) They can be watched repeatedly in a lesson 4) Focused exploitation is easier 5) Paralinguistic characteristics aid comprehension 6) Students are subjected to ‘real’ English. 2) They can be watched on the go
  6. 6. If video is to be used in the classroom to improve listening comprehension, it should be shown in segments and not as a whole. listening, as a whole, video, in segments These segments should be broken down to exploit the macro-listening skills and the micro-listening skills from the audio-component of the video. There is scant, if any, empirical evidence to indicate that videos shown in their entirety improve listening comprehension scores of nonnative speakers of English. Canning-Wilson (2000) 6
  7. 7. 7 DURING Comprehension questions: students listening out for words, details, understanding the gist Vocabulary exploitation Pronunciation (accents, intonation) A basic framework POST Using the video as an inspiration / stimulus for student production: written / spoken / video creation. PRE Making predictions about what they’re going to see -provides a reason to watch Eliciting what students already know about the topic, generating vocabulary and context Pre-teaching vocabulary as appropriate
  8. 8. Predictions based on the title 8
  9. 9. 9 Predictions based on a word cloud
  10. 10. Predictions based on video stills 10
  11. 11. 11 Where are they? How do they feel? What are they doing? How do you know? What could they be celebrating?
  12. 12. What is she looking at? Can you confirm any of the answers from the first slide? 12
  13. 13. 13
  14. 14. A living graph 14 Howard Eve MOOD TIME 1 2 3 4
  15. 15. 15 An easy way to do screenshots
  16. 16. 16 Describe the characters
  17. 17. Who said what? 17 I just wondered if I could have a little look at it. I was just about to call you. I can’t wait to show it to your grandmother tonight
  18. 18. 18 How many words can you find associated with getting married?
  19. 19. Put the sentence in order…who said it? 19
  20. 20. Dubbing 20
  21. 21. Silent video? Surely not! 21
  22. 22. 22 Back to back (+lie) At lower levels you could: Choose a section where the action changes more slowly (or put the video in slow motion!) Allow the pupil who is speaking to see the section once prior to describing it Pupils do a summary as opposed to a running commentary Pupils have to say three true points and one lie: which was the lie?
  23. 23. 23
  24. 24. 24 Do you know this actor?
  25. 25. 25 Prediction time!
  26. 26. 26 What challenges does the video present?
  27. 27. We’ve exploited the video for Vocabulary Comprehension 27
  28. 28. Can we use it as a stimulus for production/ discussion? What are the themes? 28 Cover-ups Telling lies (not!) Taking responsibility Humour
  29. 29. PLUS…The video was released in 2003: how does it show its age? 29 Technology / the way we access information
  30. 30. Possible questions for discussion Have you ever let someone else take responisbility for something you did wrong? When was the last time you told a lie? Can you justify it?! Do you always get your haircut at the hairdressers or would you let a friend or family member cut your hair? Why (not)? What technological changes have there been since 2003? 30 Student creation A story / role play / sketch including a lie / cover-up / deception
  31. 31. Or… 31
  32. 32. Student videos: creation and sharing Let’s make our own interview video! What were the questions? What’s your favourite type of food? What’s your favourite dish? Where do you like to eat? Let’s add in: What’s your name and where are you from? 32
  33. 33. 33
  34. 34. 34
  35. 35. Other examples… 35
  36. 36. Recommended websites 36
  37. 37. 37 tagxedo.com Wordsift.org
  38. 38. 38 Thank you! Any questions ? Brian.engquist@Pearson.com Marta.Cervera@Pearson.com Michael.brand@pearson.com Blog: http://eltlearningjourneys.com/ http://product.pearsonelt.com/speakout2e/ www.pearsonelt.es

×