Abildayeva A.S.
Taraz State
University named after M.KH.Dulaty, Kazakhstan
EFFECTIVE USE OF VIDEO AT THE ENGLISH LESSON
Recently we’ve got an excellent opportunity to use video
in the classroom. This explanatory-illustrative or information-receptive method
based on perception is very interesting for both students and teachers as well.
Video can provide such conditions of communication that are impossible in the
educational language environment without their use. Students see and hear the
language. Gestures and facial expressions convey meaning and mood, which
facilitate understanding. Students have
the sample of an authentic teaching material. They hear natural speech in a
natural language environment. Students assimilate other culture from the
inside. They have high motivation of speech activity. But, sometimes,
instead of the expected benefit teachers of foreign languages get the opposite
results from watching the video:
1. Poor quality recording.
2.
Poor viewing conditions.
3.
The length of the fragment.
Generally,
short fragments are better than the long ones. If you select a longer passage,
there is a need for splitting it in different activities that students are
constantly engaged in active viewing and listening.
4. View without special intention: Students are required
to denote the purpose of viewing, otherwise it is impossible to achieve
results, or rather, they are negative.
Working with video is divided into
three activities: pre-watching,
watching and after watching. Pre-watching activity: At this stage
the language difficulties of perception of the text and understanding its contents are removed, the new words are introduced
and fixed, functional types of the statements are analyzed, comprehension check
of lexical and grammatical material is carried out, authentic conversational
formulas that are unusual for students, which can be analyzed. Before watching
the film, students will be offered pre-watching activities: questions on the
content, questions and answers to them, tasks connected with retelling the text
and tasks for definition of sequence. Watching
activity. Demonstration of the film must be accompanied by an active
learning activity of the students. They can be offered a program management
perception of the film in the form of annotation, schemes of scripts, outline,
key words and phrases. However they can be recommended a number of tasks to
establish the nature of combining audio and visual range.
1. Visual presentation of a fragment without sound:
- Select episodes of the movie, in which there is a short
exchange of sayings, while the action and the emotion, the atmosphere of the
situation indicates what is said about. Learners must guess the words and then
compare them with those that they hear while viewing with sound.
- Select a dialogue with longer sayings ask students to
guess the contents of them or the situation.
- Demonstrate the whole episode and offer the students to
write their own versions of the script, which can be compared with the real
sound then.
- Use the “pause” that the students are able to predict
the content of each saying and compare their predictions with the actual
statements. Students comment on in written and orally what they see.
2. Presentation of sound series without the visual: On
the basis of sound series the students are offered to express their assumption
about the scene, characters, etc. It can be accomplished in various ways, for
example, sayings by sayings, episode by episode:
3. Use the button “pause”:
-Using the pause button at the beginning of each saying,
ask the students to predict the words that will meet in them, and then compare
the prediction with the actual words.
- Stopping video at key moments of the story, ask
questions relating to what has already happened and what should happen.
- Looking at the facial expressions of the characters ask
the students what they feel, what they think, etc.
4. Synchronous presentation of audio and visual series:
- Before watching, the students are introduced with a
list of objects, phenomena which they have to find while watching.
- After watching the students have to determine which of
the listed objects and phenomena have met ( not met ) in this passage.
-The students are allowed to find certain information
while watching episodes of (eg, rhyming words: words that begin with specific
letters, words, transmitting color tone, etc.)
- In order to control the basic understanding of the
content of the passage, ask questions to the students which they must answer
after viewing.
- Call the name of the episode and ask the students to
predict about what they see and hear. After viewing compare the prediction with
the content of the passage and discuss them.
- Before viewing the students are introduced with the
content of the dialogues. While viewing ask them to correlate direct speech
with indirect.
- The students are offered to describe a scene with
blanks and they must complete them during or after viewing.
Display video
passages (scenes) with the violation of a logical sequence. Before watching the fragments the students have to determine what happened
(happens) in each case and then place these fragments in the correct or
probable sequence.
You may offer the students various types of work,
based on the use of receiving the information gap, which is widely distributed
in the communicative method.
For example, the group is divided into two parts.
One subgroup was sitting with his back to the screen. Another subgroup was
sitting facing him. Sound off. Those students who are sitting face to the
screen, should describe the other group what is happening on the screen. After
a minute, stop the video. Let the students sitting behind the screen tell those
sitting face what they have seen . Change the position. Then roll the footage
back, and let the group watching the scene entirely. This is a good method for
practicing certain grammatical phenomena, such as Present Continuous and
developing fluency of speech.
"What's wrong?": Write a description of
a few clips, but include some incorrect
information. Divide the class into two groups: The subgroup A is watching,
while the subgroup B is reading its description. Then students of the subgroup
B read to the students of the subgroup A.
Students of the group A have to separate right information from wrong
and say what the errors. Then the students change roles.
Reconstruction of the
dialogue. Describe a short dialogue. Cut the
sayings into pieces. Hand these pieces to the students. Give watch the clip
without sound. Then ask students to reconstruct dialogue. Then, students will
be able to see the dialogue with the sound and check their record. After watching activity. At this stage
the efficiency of use in viewing film offered in pre-reading activities before is
checked up, control of content comprehension in the language film is carried
out. Particular attention should be
given to different kinds of narration (compressed, selective, differential, literal,
communicative-oriented). It is also advisable to use the question-and-response
work, dramatization, role play of the text (especially dialogue), the
subsequent sounding of the film, play, and the implementation shown in the
film, the situation of communication, their expansion, addition, transfer to
situations of everyday life of learners.
In order to
achieve the given tasks the students not only must know the whole meaning of
the video but they must remember details as well. They can discuss the events
and give the characteristics of fragments using the words and expressions from
the speech of the video.
Bibliography:
1. Cooper, Richard, Lavery, Mike and Rinvolucri, Mario.
1991. Video. Oxford. Oxford University press.
2. Harmer, Jeremy. 2001. The practice of English Language
Teaching. Essex: Pearson Education Limited.
3. Ïðàêòè÷åñêèé
êóðñ ìåòîäèêè ïðåïîäàâàíèÿ èíîñòðàííûõ ÿçûêîâ. Ìí., 2005.
4. Ñîëîâüåâà Å.Í. Èñïîëüçîâàíèå âèäåî íà óðîêàõ èíîñòðàííîãî ÿçûêà. ELT NEWS & VIEWS ¹ 1, ìàðò, 2003.