Video materials may be AUTHENTIC or NON-AUTHENTIC.
Authentic video materials
Non-authentic video materials
can be boring
mainly for higher levels
adapted to level
no prepared exercises or worksheets
come with workbooks
cued with minutes / seconds
practice specific structures / vocabulary
Some video techniques:
1. What Ss see / hear:
- picture without sound - structured tasks (sequence of events, paraphrases)
- picture without sound (describing e.g. appearance, mood)
- sound without picture (small piece of dialogue and sound effects)
2. How you play the recording:
- uninterrupted viewing
- interrupted viewing
- freeze-frame (Ss guess what is going to happen next)
- jig-saw viewing
- target language subtitles
- native language subtitles
- no subtitles
Language Areas to be taught with the use of Video Techniques (and example activities):
- tenses (e.g. what is he doing / going to do / has just done?)
- retell the sequence
- general comprehension
- specific information
- discussion (before / during / after watching; opinion / filming / acting / plot)
- critic’s review
- journalist’s report
Tips on using Video Techniques:
- be fully conversant with the recording
- check the recording beforehand
- check the dvd player
- before the lesson: prepare the recording, check the volume and tone and the angle from different parts of the classroom
- create your own worksheets
- focus Ss’ attention on what you want them to work with
- introduce the context
- don’t play too long without stopping
- be sensitive and realistic to what Ss memorize
Bartram, M. and Walton, R. 1991. Correction. Mistake Management. Language Teaching Publications: 1991.
Brumfit, C. 1994. Communicative Methodology in Language Teaching. Cambridge: Cambridge University Press.
Byrne, D. 1990. Teaching Oral Skills. Harlow: Longman.
Byrne, D. 1990b. Teaching Writing Skills. Harlow: Longman.
Harmer, J. 2001. The Practice of English Language Teaching. Harlow: Longman.
Ur, P. 1996. A Course in Language Teaching. Cambridge: Cambridge University Press.