Using Viewing to
Enhance English Language Learning
at Junior Secondary Level
22 Feb / 13 Apr / 21 Jun 2013
Part 1- Introductions
How do you use video in your classroom?
What challenges have you faced using video?
Where do you source your video clips?
Are you aware of the copyright rules for using video in class?
Part 2 - Housekeeping
Part 2 - Aims
By the end of the workshop, you will have:
• experienced, reflected on and evaluated a range of activities.
• looked at issues surrounding the selection of viewing texts.
• been exposed to ideas about developing critical thinking skills and
creativity and discussed how they can be applied to your own
contexts.
• looked at ways of integrating viewing into the GE programme.
• analysed different viewing materials and shared ways of exploiting
them in class.
Part 2 – Workshop Content
8.30 – 8.45
Introduction and Housekeeping
8.45 – 9.10
Exploring the Visual Channel
9.10 – 10.05
Demonstration 1
10.05 – 10.20
Break
10.20 – 12.10
Demonstrations 2 and 3
12.10 – 12.40
Selecting, Planning and Designing Activities
12.40 – 12.45
Round-up and Questionnaire
Part 3 – Exploring the Visual Channel
The Place of Viewing in the Curriculum
• increase motivation;
• promote language learning;
• develop integrated language skills and
• enhance learning effectiveness by providing learners with the
opportunity to respond to and reflect on the materials used.
Part 3 – Exploring the Visual Channel
What does the visual channel contain?
1. The setting
2. Lip movement
3. Facial expression
4. Eye contact
So why don’t
teachers use video more effectively?
Is selecting clips an issue?
Is finding the time
to develop materials an issue?
What are the issues?
5. Posture and proxemics
6. Gesture (Emblems, Illustrators, Enactors,“batons” )
7. Physical features
8. Style
9. Props
10. Captions/subtitles
Part 3 – Exploring the Visual Channel
What can we teach using the visual channel?
Pronunciation
Listening
Body Language
Reading
Writing
Subjects
Register
Note Taking
Vocabulary
Grammar
Functions
Part 3 – Exploring the Visual Channel
Reflection.
What kind of problems could your students have with these genres of clips?
Film Trailers – might not be familiar with film/cultural
differences/ language load too high / unsuitable
Advertisements – product unfamiliarity /culture/ too abstract
Documentaries – too much language / lack of visual support at
times/no knowledge of area
Part 4 – Demonstration 1 (Using Film Trailers)
What is the difference between a film clip and a film trailer?
What is the purpose of each?
Is some kind of story present in each?
Are there any other differences?
Part 4 – Demonstration 1 (Using Film Trailers)
spy
Part 4 – Demonstration 1 (Using Film Trailers)
Can you think of a famous spy?
Part 4 – Demonstration 1 (Using Film Trailers)
What do you need to be good at
to be a spy?
Part 4 – Demonstration 1 (Using Film Trailers)
An expert in martial arts
A master of disguise
Part 4 – Demonstration 1 (Using Film Trailers)
English
Johnny Johnny
English Reborn?
Reborn
What does ‘reborn’ mean?
Is this the first Johnny English film?
Part 4 – Demonstration 1 (Using Film Trailers)
Film trailer
What do you expect to see?
Let’s watch and check!
http://learnenglishteens.britishcouncil.org/freetime/video-zone/johnny-english-reborn-theatrical-trailer
Part 4 – Demonstration 1 (Using Film Trailers)
Johnny English Reborn
Do you think Johnny is a capable agent?
Johnny English is retired in Tibet and in disgrace in MI-7
after a failed mission in Mozambique. Suddenly, he is
summoned by MI-7 to stop the Vortex, a group of skilled
assassins who are planning to kill the Chinese premier
Xiang Ping. Johnny English is back in action with the
support of Agent Tucker. But he is betrayed by someone
that he would never expect……..
Would you like to watch the film?
Part 4 – Demonstration 1 (Using Film Trailers)
Johnny English Reborn
Vocabulary Task
Part 4 – Demonstration 1 (Using Film Trailers)
Johnny English Reborn
Comprehension Task
Part 4 – Demonstration 1 (Using Film Trailers)
Johnny English Reborn
Grammar Check
Part 4 – Demonstration 1 (Using Film Trailers)
Johnny English Reborn
Skills development – Personal Response.
Use the worksheet provided and write a 50-word personal
response to the trailer.
Part 4 – Demonstration 1 (Using Film Trailers)
Johnny English Reborn
Follow Up Ideas – Which of these ideas do you like? Could you
use them with your students? Why? Why not?
Ordering the
script
Writing a voice-over
for a different/similar trailer
Role-plays/drama
Writing dialogues
Part 4 – Demonstration 1 (Using Film Trailers)
Johnny English Reborn
Working productively with the trailer
• Focus on dialogue and voice-over
• Play the rest of the trailer as a check
Part 4 – Demonstration 1 (Using Film Trailers)
Reflection
• Are there any other activities you could use to check students’
understanding of the trailer?
• Are there any other language points which could be used? Have a
look at the transcript on page 13.
• What support would less able students require?
Part 4 – Demonstration 1 (Using Film Trailers)
Reflection
• Why was this clip chosen?
• Why didn’t the teacher just play the whole film?
Part 4 – Demonstration 1 (Using Film Trailers)
Nunan’s (1989) model of psycholinguistic processing
Activities can be graded according to the cognitive and
performance demands made on the learner.
The learner is required to undertake activities which make
progressively more demands upon them…..
comprehension based activities
real communicative interaction.
guided production
Part 4 – Demonstration 1 (Using Film Trailers)
Nunan’s (1989) Model of Psycholinguistic Processing
Processing
Guided production
Interaction
Part 4 – Demonstration 1 (Using Film Trailers)
Processing
Visual Clues
– Read/Listen, No Response
– Read/Listen, Non-verbal Response
– Read/Listen, Verbal Response
Guided production
– Read/Listen, Repeat
– Read/Listen, Paraphrase
– Read/Listen, Respond meaningfully
Interaction
– Read/Listen, Role-Play
– Read/Listen, Solve problem
– Read/Listen, Share experience
Expectations
Prediction
Comprehension
Opinion- Personal
Response
Order the Script
Re-write the script
Role-play
Break – 15 minutes
Part 5 – Demonstration 2 (Using Advertisements)
What sports brands do you know?
Who buys sports goods?
Do you? Which ones? Why those?
Part 5 – Demonstration 2 (Using Advertisements)
What could this product be?
Who makes it?
Who would buy this?
For what purpose?
Let’s watch this short ad.
http://www.youtube.com/watch?v=qTqV3GOkEr8
How was the product presented?
.
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Part 5 – Demonstration 2 (Using Advertisements)
Listen to the music:
What kind of music is it? Rock? Classical? Rap?
What kind of product would this music sell?
Part 5 – Demonstration 2 (Using Advertisements)
Background on the 3 sports players shown in the video
Paul Rodriguez - won a total of six medals at the X Games, four of
them gold (the current record for the "street" category). He needs to
stand on something with four wheels to do his sport!
Suh Ndamukong - as a college senior, became one of the most
decorated players in college history. He needs a helmet and lots of
padding to do his sport!
Hope Solo - a two-time Olympic gold medallist. She played in an
American league, a Swedish league and a French league. She
stands between two posts for most of her sport!
What sports do you think the 3 characters specialize in?
What are they selling?
Watch and check your ideas.
Part 5 – Demonstration 2 (Using Advertisements)
Were you correct?
Do you play any of the sports?
You need to be fit!
You need to be brave!
Part 5 – Demonstration 2 (Using Advertisements)
Sports Collocations
Go……?
Do……..??
Play………???
Places
Pitch?
Court?
Field?
Rink?
Course?
Part 5 – Demonstration 2 (Using Advertisements)
Would you buy the fuel band after watching the ad?
Why? Why not?
.
This file is licensed under the Creative Commons Attribution-Share Alike 3.0 Unported license
Part 5 – Demonstration 2 (Using Advertisements)
Critical Thinking
Work together and try to answer the critical questions.
Part 5 – Demonstration 2 (Using Advertisements)
Let’s watch and use the worksheet to analyse different aspects
of the ad:
• The product
• The setting
• The people
• The production style
• The soundtrack
• The captions
Part 5 – Demonstration 2 (Using Advertisements)
Further Questions
• Is the ad honest?
• Did the ad meet your expectations?
Part 5 – Demonstration 2 (Using Advertisements)
Creative/productive ideas - Storyboard Task
What is your definition of a storyboard?
Look at the samples of this task done by junior secondary
students at British Council Hong Kong.
Can you add more to your definition?
What did the students have to do?
Part 5 – Demonstration 2 (Using Advertisements)
1.
To give a reason for Ss to want to see the accompanying visual images
2.
To help them look for differences and sequencing of ads in which sports stars
Reflection.
were used - to help them think critically
1. For
Why
was the music played first?
emotive / affective response and reaction; a second time to help scaffold
3.
into some form of analysis and appreciation of the media, and then to
2. students
How
did
the questions help you to analyse the ad?
analyse in more detail
3. Storyboarding
Why did weown
show
the ad three times?
ads – might be motivating and allow the Ss to share own
4.
4. ideas
How was creativity built into the lesson and why?
5.
themes: sport / achievement / goals/ technology
5. Potential
How about
the thematic integration of the ad into your
6.
6.
textbooks?
Could
be followed by individual presentations comparing these sports stars to
Chinese stars e.g. Rodriguez the skateboarder, with a famous Chinese
What otherorfollow-up
ideas can you think of?
skateboarder,
roller-skater
Part 5 – Demonstration 2 (Using Advertisements)
Processing/Comprehension
Sports - Music
Guided production
Sports Vocabulary and Phrases
Interaction
Questions for analysis
Storyboard
Part 6 – Demonstration 3 (Using Documentaries)
Documentaries – Why are they useful for teaching languages?
•
A high degree of focus – a moving version of a newspaper or magazine
article;
•
The overall structure is very predictable – a teaser, perhaps an image,
followed by questions and then examples/answers which aim to reveal
the truth, explain or convince;
•
They are topical but are not as ephemeral as news items;
•
They are ‘slower’ than news items;
•
They mix scripted and non-scripted language;
•
The commentary usually uses standard English;
•
The visual channel is very supportive to the audio channel.
Part 6 – Demonstration 3 (Using Documentaries)
Historical Monuments
What do you know about it?
Part 6 – Demonstration 3 (Using Documentaries)
Historical Monuments
Which one do you
think we
How long is the Great Wall of China?are
Guess.
How
going
to many
study?
Quiz
thousands of miles?
Around 5.500 miles
Where is Stonehenge? Which country?
In England
Where can you find these statues?
Easter Island
Part 6 – Demonstration 3 (Using Documentaries)
Stonehenge
What do you know about it?
What do you want to know?
Vocabulary
Site/research/myths/stones
Let’s watch part of the video.
http://learnenglish.britishcouncil.org/en/britain-great/heritage-great-part-2
Part 6 – Demonstration 3 (Using Documentaries)
Stonehenge
The woman is a historian.
Write four questions in groups you think the presenter will ask
the historian.
Watch the next part. Are your questions asked?
Part 6 – Demonstration 3 (Using Documentaries)
What did he ask?
_______ is Stonehenge?
Why is it so _____________?
What have you ____________?
Tell me one of the famous ______ .
Part 6 – Demonstration 3 (Using Documentaries)
Role-play
You are going to role-play the interview.
Now that you have the questions, work with a partner
to write the historian’s replies.
Use the worksheet to help you.
Let’s listen to some answers.
Let’s listen to the historian now.
Part 6 – Demonstration 3 (Using Documentaries)
Language Analysis and Presentation
Let’s look at the language used in the clip.
We will use the model to develop a presentation.
Use the graphic organiser to develop your presentation.
Part 6 – Demonstration 3 (Using Documentaries)
Language Analysis
Description and facts
Current research
(What is happening now?)
A story or myth about
the monument
Part 6 – Demonstration 3 (Using Documentaries)
Work together and share your ideas.
Let’s listen to a few presentations!
Part 6 – Demonstration 3 (Using Documentaries)
Reflection.
• What were the stages you went through?
• What were the aims of the stages?
• What would you adapt or change in this lesson for your
students?
Part 6 – Demonstration 3 (Using Documentaries)
Stages
(a) Activation of students’ knowledge/interest in ancient monuments
(quiz/ prediction task);
(b) Increase of the students’ level of engagement with the interview
about Stonehenge, process of prediction, partial listening and role
play;
(c) Language work (focused listening to the historian with transcript
work);
(d) Creative work guiding their own generation of content (creating a
documentary about another site or creating a fictitious
documentary).
Part 6 – Demonstration 3 (Using Documentaries)
Other Follow-Up/Creative Work
• Re-writing the script with different questions and answers
• Same as above but with a monument of the students’ choice
•
An extended research essay with guided questions
• Invent a fictitious monument (perhaps on another planet) and do a
presentation about it.
• Write to the historian!
Part 6 – Demonstration 3 (Using Documentaries)
Interface between JS to SS
Approach taken – Developing integrated skills through project
work and research.
Part 7 – Selecting, Planning and Designing Activities
Reflection 1.
How do you select viewing materials?
What criteria should we consider?
1. Length
2. Maturity
3. Appropriacy
4. Visual support
5. Language
http://www.youtube.com/watch?v=LOSZLgzgnBs
Part 7 – Selecting, Planning and Designing Activities
Nunan’s Psycholinguistic Processing Approach (1989)
Cognitive and performance demands made on the learner.
Easier
Processing/Comprehension
Production
More Difficult
Interaction
Part 7 – Selecting, Planning and Designing Activities
Easier
Processing/Comprehension
listen/read – non verbal response
Production
listen/read – repeat/respond
More Difficult
Interaction
listen/read – discussion
Part 7 – Selecting, Planning and Designing Activities
Matching Activity to Demand
Part 7 – Selecting, Planning and Designing Activities
Reflection 2
• Can you apply the psycholinguistic processing approach
when designing your own activities?
• Can you work in teams at your school to develop materials?
Part 7 – Selecting, Planning and Designing Activities
Matching Technique to Purpose – Running Dictation
Part 7 – Selecting, Planning and Designing Activities
Curriculum Themes - recap
Johnny English Advertisement Stonehenge Documentary -
Part 8 - Further Resources
Handbook
Feedback Questionnaire