Using DVD and Video in Your ESL Class - Part One

Listed here are a few ideas to get you started, using very short movie extracts to present and practise new language and develop communicative skills. Maybe you have wondered how to use movies in your ESL courses, without just sitting your students down before the screen, hitting 'Play' and sitting back again to watch? Listed below are ideas to have you started, using very short movie extracts to develop communicative skills and present and practise new language. 1 No picture Pick a short extract (two or three minutes) with a lot of sound effects. To get fresh information, please consider looking at: follow us on twitter. Play it with the display covered or turned far from the students, and ask them to write down what they hear. The extract could be used by you to present or exercise any of these language details (and I'm sure you, if two of the sound clips are birds singing and a baby crying can consider more ): Some birds are singing / A child is crying Some birds were singing / An infant was crying It must / might / can not be birds singing or It must / might / can't have already been birds singing I heard some birds singing / a baby was heard by me crying After playing the extract, have students evaluate what they observed in pairs, and then elicit the language from their website. Be sure you show the extract with both picture and sound at the end of the action to fulfill the students' curiosity! 2 Number noise Here's the contrary strategy. Show a quick extract (again, 2 or three full minutes will do) with a going on, or where the characters share a lot of emotion in their words, but play it with the quantity off. If you need to dig up extra resources about small blue arrow, we know of many databases people might pursue. Students can then do one of the activities below without having to bother about understanding dialogue: Describe what happened using story tenses Describe the picture Assume talk or responses Organize a cut up dialogue that you simply have given them. Finally, play the extract again with sound. Having done one of these simple tasks, your students will have a way to match what they hear into a context a great deal more effectively than if they had considered the extract initially with sound and image. 3 Jigsaw viewing You might have performed jigsaw reading activities in your class, where students have half the information, and share what they've read with another student to create the whole story. You can also do this with short video sequences in a number of ways: Half the class watches with no picture, then the other half with no sound (you'll have to get half the students from the class in each case). In pairs they then question one another to repeat the scene. Half the school have picture and sound, one other half only have sound. This disturbing human resources manager portfolio has endless staggering suggestions for why to provide for it. To ensure that only 1 row can begin to see the screen, you can try this by sitting students in two lines, back to back. The half who just had noise then question another half. One scholar listens with headphones, while all of the others view without sound. The student with headphones questions the scene to be recreated by the others. 4 Viewing on rewind Pick a short series with plenty of activity. Like, a lady listens, accumulates the telephone, enters an apartment, looks scared, runs out of her apartment and down the steps, and runs off down the road. Movies are, needless to say, a great source because of this sort of material. Play the scene backwards to the students more flexibility is given by DVD than video with the rate of play) then have them construct the story in chronological order, using story tenses, or potential tenses, or whatever you want the linguistic focus to be. To get another interpretation, we understand people check out: advertisers. Eventually, play the sequence generally therefore it can be compared by students with their model. 5 Pause / Freeze Frame A new dimension can be added by you to the with the pause/freeze frame key of one's video or DVD player, if you use pictures in your classroom for introducing new language, or for describing scenes and people. Reach stop whenever a figure comes with an fascinating expression on his or her face, is all about to respond to some thing or answer a question, or when there is a lot of colorful new language on the screen. Have students identify the character/scene, or anticipate what the smoothness will say or do next. Launch the stop button to permit their ideas to be compared by students in what actually occurs. Video is a effective and motivating method to provide variety to your ESL classes. Using small, sharp sequences with a definite linguistic focus, your students will disappear from your own class with a lot more than if you sit them down before the display and hit 'play.'.

Using DVD and Video in Your ESL Class - Part One