Common to many language programmes, videos are powerful teaching tools which offer a number of advantages. Not only do they add variety to the learning experience, they develop social/cultural awareness by providing a clear and appropriate context for the foreign language - a context which combines colour, sound and movement. They are intrinsically motivating – learners generally want to watch even if their comprehension is limited – their understanding of meaning being reinforced visually through situational contexts, gesture and attitudinal information.
Using video in the classroom
The essential features of an effective approach to the use of video in the classroom are that it prepares the learners for what they will see; and it encourages participation from the learners through active viewing.
In general terms, the approach used to develop listening skills applies to the use of video in the language classroom i.e. the lesson can be divided into three distinct phases:
1. Pre-viewing
The aim here is to prepare the learners for what they are going to watch/encourage prediction of content/develop confidence.
2. Viewing
Typical activities at this stage aim to focus the learners' attention on certain parts of the video recording in order to benefit the language-learning abilities of the learner.
3. Post-viewing
It is usually impossible for learners to undertake extensive writing/reading/ speaking/grammar practice tasks while they are watching. Post-viewing activities might take a part of the video script and develop it in one of the aforementioned areas.
Some teaching techniques
A. Picture on-sound off
Learners predict what is being said as they watch with the sound off.
B. Split viewing
Learners watch different segments in random order and then predict segment sequence.
C. Sequence prediction
Play a sequence and pause with each scene change. Ask the learners to say what they think will happen next.
D. Gapped scripts
Learners listen and fill in the gaps in a pre-prepared video script.
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