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Internet for English Teachers: Week 11, Video II

Internet for English Teachers: Week 11, Video II. Welcome Example 3 - Grammar Designing your lessons Example 4 - Reading Getting videos. Welcome. Hello and welcome back. How was your week? Any plans for this weekend?. Example 3 - Grammar.

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Internet for English Teachers: Week 11, Video II

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  1. Internet for English Teachers: Week 11, Video II • Welcome • Example 3 - Grammar • Designing your lessons • Example 4 - Reading • Getting videos

  2. Welcome • Hello and welcome back. How was your week? Any plans for this weekend?

  3. Example 3 - Grammar Here is an example of how the visuals of a video can be used to practice prepositions of place (after the necessary prepositions have been presented). First, I want you to watch the video. Count how many different places you see the cat. Now, watch again and complete the exercise on your handout.

  4. Designing your lessons Videos can be used as part of any teaching cycle. What are some teaching cycles you know? PD P PP P re uring ost resentation ractice roduction The kinds of activities you do will depend on the kind of lesson (receptive skills, productive skills, or systems) When the video is a central part of the lesson, use a pre-watching, watching, post-watching cycle.

  5. Designing your lessons What are some pre-watching activities you might use? Pre-teach necessary vocabulary for understanding Require students to read a summary as homework (source?) Require students to read a text related to the video. (source?) For videos with spoken language, have them watch without listen and guess about the language content. (source?)

  6. Designing your lessons What are some pre-watching activities you might use? For videos with no spoken language, have the students listen without watching and guess about the visual content. (source?) Heron (1994) finds that advanced organizers based on videos helped learners improve comprehension and aid in the retention of information. (Canning-Wilson) Any other pre-activities you have learned, used, or seen in class will usually be OK too.

  7. Designing your lessons What are some activities you could do with videos? Any listening tasks (refer to teaching language in context). Speaking: students watch short sections and try to predict what will happen next. (Altman et. al.)

  8. Designing your lessons Use Video to Contextualize Target Vocabulary. (Tatsuki) You write narratives for the video, using target vocabulary. These narrative passages can be used in several ways: Cloze Exercise Have the students (in pairs, groups or individually) watch the video segment, then ask them to fill in the blanks of a cloze passage that is based on a narrative description of the video.

  9. Designing your lessons Use Video to Contextualize Target Vocabulary. (Tatsuki) Definition Match. Highlight the target vocabulary words in a narrative passage for your video. Have the learners read the passage and then view the video. Then, ask them to decide which definitions best match the way the word is used in the passage.

  10. Designing your lessons Use Video to Contextualize Target Vocabulary. (Tatsuki) Dictogloss. Watch the video with no sound while you narrate the events using the prepared text. Give the students a list of the target vocabulary and have them try to recreate your narration. It does not have to be exact, just close. After they have finished, they can compare their work and make lists of all of the different sentence structures they used to incorporate the vocabulary. The teacher can then comment on the acceptability of the various sentences.

  11. Designing your lessons Use Video to Stimulate the Production of Target Vocabulary. (Tatsuki) Writing Descriptive Paragraphs. Select a video that contains a series of actions or visual detail. Provide the learners with a list of target vocabulary words and ask them to construct a paragraph that uses as many of the words as possible. This activity is best done after the learners have done the dictogloss procedure since the follow up sentence structure comparison activity is the same.

  12. Designing your lessons Use Video to Stimulate the Production of Target Vocabulary. (Tatsuki) Narrating Action Segments. Select a video with a series of actions or visual detail. Provide the learners with a list of target vocabulary words and ask them to construct a script (dialogue or narrative) that uses as many of the target words as possible. Make sure the timing matches! Students can then record their narration and the instructor can select individual versions to play back for the class.

  13. Example 4 - Reading Pre-reading: Watch the Birds of Paradise video with no sound. Write down two questions you hope will be answered when you can hear the narrative. Share your questions with the class. Now watch again, can you here the answers to any of your questions?

  14. Example 4 - Reading During Reading: Try to complete the exercises using the reading. You will get another chance to watch the video after. B picky C Post-reading: Discuss the questions.

  15. Getting Videos Where would you go to find videos to use with your classes? I like: - youtube.com - blinkx.com - wonderhowto.com Blinkx is great for searching or watching a lot of videos while you relax, but I use YouTube when downloading...

  16. Getting Videos Why would it be important to download videos to your computer? - Saves time - Video may be removed - There may be no Internet connection There are lots of websites for downloading online video clips, I use one called keepvid.com.

  17. Getting Videos Steps for saving videos: First, go to the video you want on YouTube. Copy the link for that specific video.

  18. Getting Videos Next, go to keepvid.com Paste the YouTube link into the URL field on the webpage. Click DOWNLOAD

  19. Getting Videos After you click DOWNLOAD, you still have to choose the quality and file type that you would like.

  20. Getting Videos Let's go through those steps again, I want you to follow along and save a video of your choice to your computer.

  21. Getting Videos Steps for saving videos: First, go to the video you want on YouTube. Copy the link for that specific video.

  22. Getting Videos Next, go to keepvid.com Paste the YouTube link into the URL field on the webpage. Click DOWNLOAD

  23. Getting Videos After you click DOWNLOAD, you still have to choose the quality and file type that you would like.

  24. Assignment 3 – Due Week 14 Assignment 3 – YouTube Activity (10%): Visit YouTube and find a short video which you think will be interesting to Thai students. Using the video, create an activity which you could take to the classroom. It can be a skills activity (reading, writing, listening, speaking) or a systems activity (grammar, vocabulary). You do not need a full lesson plan, but only one activity to use as part of a lesson. Submit a copy of the video, your activity, and a brief discussion of your reasons for choosing your clip and the activity you have designed. You will be assessed based on your choice of video, the usefulness of your activity, and the strength of your discussion.

  25. References format as APA Video in the Language Lab: Teaching Vocabulary, Donna Hurst Tatsuki, The Internet TESL Journal, Vol. V, No. 10, October 1999 from http://iteslj.org/Lessons/Tatsuki-VideoinLL.html on August 12 Baltova, I. (1999). Multisensory language teaching in a multidimensional curriculum: The use of authentic bimodal video in core French. The Canadian Modern Language Review, 56(1), 31-48. Kothari, B., Takeda, J., Joshi, A., & Pandey, A. (2002). Same language subtitling: A butterfly for literacy? International Journal of Lifelong Education 21(1), 55-66. The Internet TESL Journal, Vol. VI, No. 11, November 2000, http://iteslj.org/Articles/Canning-Video.html, Practical Aspects of Using Video in the Foreign Language Classroom Christine Canning-Wilson VIDEO IN TEACHING ENGLISH FOR SPECIFIC PURPOSES S. A. Walker, January 1997, http://skyscraper.fortunecity.com/networking/68/edtech/aisha.html Rick Altman, Deborah Bjornstad, Rebecca Bohde, Anny Ewing, Sue Otto, James Pusack, Patrick Shoemaker, and Susan Skoglund. PICS Videoguidelines. http://www.uiowa.edu/~pics/tips.html

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