There are many
activities can be designed by the teachers to exploit the video in English
teaching and learning process. Stempleski (2002:366) with her simple ideas
suggests that teachers may think of using video as a three stages of lesson,
including pre-viewing activities, viewing activities, and post-viewing
activities. The first stage, previewing activities, prepares students to watch
video by tapping up their background knowledge, simulating interest in the topic,
lessening their fear of unfamiliar vocabulary. The second stage, viewing
activities, is primarily facilitates the actual of viewing of the video. These
activities can be done through playing and replaying the entire sequence or
related parts and requiring the students to focus on important aspects such as
factual information, the language used in particular situation which are apt to
the objectives. Post viewing is the last stage of the activities. These require
students to respond to video or to do rehearsal some particular language
points. Post viewing activities can be done to stimulate and develop various
language skills activities.
Level : Elementary
Purpose : Speaking skills
Sequence
type : Short Dialog segment
Sequence
length : 3 to 4 minutes
Activity
type : Pair work/group work
Procedure:
Pre-viewing
- Teacher asks the students some questions related to the previous lesson to remind what they have learned.
- Teacher shows some pictures and asks some questions related to topic to activate the students’ schema
- Students respond to the questions and teacher elicits relevant words and expressions related to topic
- Teacher divides the students in pair or group
Whilst-viewing
- Students view the video segment (without the sound) and try to guess what the speakers are talking about.
Examples: Where does the conversation take place?
Who do you think this woman or man is?
What do you think this man is going to
do?
- Students view the video segment again (with sound) and they have to pay attention to the particular language point and useful expressions uttered by the speakers
- Students discuss the language use of the video segment and teacher asks them say what they hear.
- Teacher writes the vocabulary and expressions on the whiteboard
- Students view the video segment again to check whether or not the vocabulary and the expressions are correct.
- Teacher plays the video again and the students view the video and do rehearsal the language use from the video.
- The students, in pair or group, practice the whole conversation of video segment.
Post-viewing
- Teacher asks students as volunteer to perform the conversation while others give comments
- Students are given an opportunity to create a new conversation with similar and relevant topic of the video segment.
- Each pair perform in front of the class while other have peer assessment
- Teacher gives feedback and correction at the end of the lesson
Conclusion
The
video, as the combination of sound and vision that is a particularly exciting
and lively way of exposing learners to language, is beneficial for teachers and
students as well in English language teaching and learning. For teachers, it
can become an innovative and interesting teaching media in teaching English and
for the students, the video could encourage their motivation, offer samples of
language use in context and it also presents students with a richer and fuller
representation of spoken language. Therefore, those advantages could really
facilitate the students to enhance their speaking skills. However, before
teachers use the video as teaching media in classroom, they must to consider
kinds of video, the level of the learners, and the devised activities that will
be given to their students.
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