vdo in elt

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VIDEO IN ENGLISHVIDEO IN ENGLISHLANGUAGELANGUAGE

TEACHINGTEACHINGByBy

PorntipPorntip BodeepongseBodeepongse

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Why use video in ELT? (1)Why use video in ELT? (1)

It can bring the language of theIt can bring the language of theoutside world into the classroom,outside world into the classroom,

giving access to a range ofgiving access to a range ofaccents and idiomatic ways ofaccents and idiomatic ways ofspeaking, in a variety ofspeaking, in a variety of

different settings, both formaldifferent settings, both formaland informal.and informal.

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Why use video in ELT? (2)Why use video in ELT? (2) As a resource, videos can be easierAs a resource, videos can be easier

to follow than audio tapes, becauseto follow than audio tapes, becausethey provide visual clues alongsidethey provide visual clues alongsidepractice in listening.practice in listening.

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Why use video in ELT? (3)


The ability to repeat viewingsThe ability to repeat viewings

means that t

he same clip can bemeans t

hat t

he same clip can beused to develop more detailedused to develop more detailed

understanding of how language isunderstanding of how language is

being used in a particularbeing used in a particularsetting.setting.

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Video can provide a rich stimulus toVideo can provide a rich stimulus torole play and speaking skills; inrole play and speaking skills; inparticular, drama can offer studentsparticular, drama can offer studentsfictional settings in which to explore,fictional settings in which to explore,practisepractise and develop their languageand develop their language

use.use.

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Television is familiar to mostTelevision is familiar to mostlearners, so using video in thelearners, so using video in theclassroom can encourage them toclassroom can encourage them touse television at home as a learninguse television at home as a learningtool.tool.

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Television and video areTelevision and video areprofessionally produced resourcesprofessionally produced resources

made by people who know how tomade by people who know how tocapture the viewer's attention.capture the viewer's attention.They are also resources withThey are also resources with

status, which can motivatestatus, which can motivatelearners.learners.

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Some possible ways to useSome possible ways to use

videos:videos:

Use short, upUse short, up--toto--1010--minute clips/minute clips/

extracts/segments.extracts/segments. Choose scenes that clearly have aChoose scenes that clearly have abeginning, some plot developmentbeginning, some plot development

and an ending.and an ending.

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Preferably choose segments thatPreferably choose segments thatcan either promote skill workcan either promote skill work --through discussions and writing,through discussions and writing,besides the already inherentbesides the already inherentlistening worklistening work -- or language workor language work

(vocabulary and grammar).(vocabulary and grammar). Choose a clearChoose a clear skillskill oror languagelanguage

focus.focus.

In case you decide to work withIn case you decide to work withboth, clearly segment the class orboth, clearly segment the class orhandout.handout.

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Weigh decisions such as:Weigh decisions such as:

1.1.Whether to use captions or not;Whether to use captions or not;

2.2.The number of times you will play theThe number of times you will play thevideo;video;

3.3.If the class will be divided intoIf the class will be divided intogroups that will see differentgroups that will see differentsegments or not;segments or not;

4.4.If theres going to be silent viewingIf theres going to be silent viewing

or not.or not.5.5.If paralinguistic cues are to be calledIf paralinguistic cues are to be called

attention to or not.attention to or not.

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Every decision you make willEvery decision you make willrequire you to (re) consider:require you to (re) consider:

1.1. MaterialMaterial2.2. Time allocationTime allocation

3.3. Video segmentVideo segment4.4. Seating arrangementSeating arrangement5.5. EquipmentEquipment6.6. Pre and Post viewing activitiesPre and Post viewing activities7.7. Your beliefsYour beliefs8.8. Other?Other?

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What to consider:What to consider:

Is the technology easy to use?Is the technology easy to use?

Is it aesthetically pleasing?Is it aesthetically pleasing?

Does it fit with the purpose/ objectives ofDoes it fit with the purpose/ objectives ofthe lesson?the lesson?

Does it fit with the content being taught?Does it fit with the content being taught?

Will it motivate the students to want to learnWill it motivate the students to want to learn

more?more?

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What to consider:What to consider:

Is it cost effective?Is it cost effective?----Can it be used again?Can it be used again?

What will the learning curve be?What will the learning curve be?

Are there appropriate tasks developed?Are there appropriate tasks developed? How long will it take?How long will it take?

What is Plan B?What is Plan B?

Can this material be taught a better way?Can this material be taught a better way?

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