Matakuliah
Tahun
: G0454/ Class Management and Education Media
: 2006
Guidelines for Education Media
Pertemuan 23-24
1
I. Guidelines
A. GUIDELINES for Using OHP
•
•
•
•
•
•
•
•
Do keep the materials up-to-date
Do preview the materials or prepare them before class begins
Do be sure the materials are appropriate for the students’
interests and maturity level and that they fulfill your
instructional objective.
Do be sure all students can see the surface on which the
material is projected. Focus the materials property.
Do explain and discuss each of the projected materials.
Do arrange the materials in sequence with the lesson.
Do handle transparencies with care; don’t smudge them, or let
the colors of the grease pens run together before drying.
Do shut off the machine when not in use.
2
B. Guidelines for Using Films
1.
2.
3.
4.
5.
6.
Do keep an up-to-date film list.
Do be sure to order well in advance of the screening date when
ordering from sources outside the school.
Do preview the film to make sure it is appropriate to the students’
interests and maturity level and to familiarize yourself with the content.
Do arrange to have the video equipment ( or the projector ) in the
classroom and set up on the day scheduled for showing the video or
film. Be sure to arrange for someone to run the projector if you do not
know how.
Do be sure all students can see the screen. The room should be dark
enough to produce a quality picture.
Do prepare the students for the presentation. A list of major points or
questions to answer, or a guide to the lesson is often helpful. Hand it
out to the class before the showing.
3
C. TV and VIDEO
A few basic Guide lines:
 keep it short…..
 …..and exploit the material.
 switch the TV off when the Ss don’t need to look at it.
 if possible, find your place before the lesson.
 don’t only use video to extract language for study. Video
can be a great starting point for communicative activities
too, or for writing, or for introducing discussions topic areas.
4
In order to exploit the video, we need to consider what there is to
exploit :
What has video got that my classroom / textbook / tape recorder
hasn’t got ?
A video has :
1.
Moving pictures;
2.
Sound – so we can hear and see. The pictures give context to the
sounds we hear. We can notice facial expressions, eye contact,
physical relationships, background, etc;
3.
A “rewind” button – we can replay these images of the world again
and again;
5
4.
A “still” button – we can freeze – frame images, stopping the
action at any point;
5.
A volume control; we can turn the sound off, or make it quiet or
very loud;
6.
…and if we also have a video camera, there are even more
possibilities.
6
VIDEO playback activities : 3 general
categories
1.
PREVIEW
what you do before you watch a section of tape;
2.
VIEWING
what you do while you watch
3.
FOLLOW – UP
what you do after watching.
7
(1). Preview
4 typical preview activities :
1.
A language focus on vocabulary, function or grammar that will
come up on the tape;
2.
Students predict what will happen from some given information or
pictures;
3.
Students discuss a topic that leads into or is connected with the
subject on the tape;
4.
Students study a worksheet that they will use when watching the
tape.
8
(2). VIEWING
• As with audio tapes, it usually helps to set clear viewing tasks. Tasks
might be in the form of oral instructions or in the form of a
worksheet, or they might be a natural follow-on from the preview
activities.
• Tasks can be listening, looking, or interpreting.
For example : Why are they so keen to get into the museum after it’s
closed ? Or What seven things does the man do after leaving the
gondola ?; or How does the shop assistant feel ?
• Tasks can focus specifically on function, grammar, vocabulary or
pronunciation.
For example : How many ways do the couple ask for help ? Or
Which of the following verbs does he use ? Or What is on the shelf ?
Or Is she being polite or rude ?
9
(3). FOLLOW - UP
1.
Discussion, interpretation, personalization ( eg What would you
have done ? Or Has this ever happened to you ? );
2.
Study of new language;
3.
Role play the scene ( or its continuation );
4.
Inspiration for other work; What did the newspaper / Hello
magazine say the next day ? Design the front page;
5.
Write a letter from one character to another;
6.
Plan what they should do next.
10
EXPLOITING VIDEO MATERIAL
1.
Don’t let them mentally switch off – make them think, challenge them.
Plan : cover up the screen :
Listen to the words / music – What’s in the picture ? What are they
describing ? Where are they ?
Then, when finished, look at the images and compare.
In pairs, this becomes an instant communicative activity :
Tell your partner what you think was happening.
It could lead to drawing and comparison of pictures.
2.
Switch off the sound : What are they saying ?
Advertisements work beautifully : In pairs, imagine and write the
script.
And then the two Ss “lip-synch” it : Come up to the TV; sit on
either side of it and while I play the (silent) tape again you speak
the words.
11
3. The stop button, pause button, freeze frame : What happen next ?
(Talk about it; write the story, etc ). Then ( later ) watch and compare.
4. Divide the class in two, on separate sides of the room. Only one half can see
the screen. Sound turned off. Half (A) watches for one minute. Then swap over
and repeat. Great with short silent comedy sketches.
For a very noisy variation : everyone in half A tells a pre-chosen partner in half B
what is happening while it is happening – ie live commentary.
The quiet variation : half A watches and mimes to half B what is happening; at
the end half B must tell the story to half A.
All of this sounds quite silly, but there’s a lot of excellent speaking and listening
practice.
12
• With a camera : make your own news / entertainment / documentary
/ advertisements.
• Film them doing something else and play back later for focus on
pronunciation, grammar, effective communication, error analysis,
etc.
13
II. Using Pictures from Magazines
 Pictures from magazines are a source of varied classroom activities in
the areas of speaking, listening, writing, vocabulary and grammar.
 Visuals, especially 'unusual' pictures, foster students' imagination,
which in turn motivates them to use English. I found that there are
many reasons to use magazine cutouts or other pictures in class.
 With pictures we can:
–
–
–
–
–
–
teach, practice, or review new vocabulary
do guided practice (drills)
practice grammatical structures
practice listening comprehension
do writing activities
do semi-guided or free speaking practice such as problem solving
activities, role plays, discussions, etc.
14

Depending on the purpose of the activity, a task can take up five
minutes at the beginning or end of a class, or last 20 minutes or more
in the main part of the class.

Preparation :
1.
2.
3.
Choosing Pictures
Collecting the pictures
Sorting the Pictures
15
Sample Activity
Guided Practice
"How Do They Feel?"
Language focus: adjectives describing feelings, actions
Skills practiced: describing feelings
Time: 20 minutes
Material: Pictures of faces or people expressing different feelings and
moods.
Instructions:
Teach or review adjectives describing moods and feelings: happy, sad, angry,
upset, cheerful, etc.
Hand out pictures and ask students to describe how the people feel, and why
they feel that way. What happened that made them feel this way?
As a follow up, students can present their descriptions to the group, and their
classmates can add additional information about the person in the picture.
16
Example of student production:
S1: This man is tired. Very tired.
S2: He's a businessman. He probably has a lot of work.
S3: He has a lot of stress. Maybe he has a problem at work. He
looks worried. (Etc.)
Variation: You may want to use this activity to have students
speculate, using modals like may, might/might have, must/must
have, etc.
17
Using comic strips in class
Comic strips can be very motivating for learners as the story-line is
reinforced by the visual element, which can make them easier to
understand.
There are a number of different ways to use comic strips. The
following have proved quite successful with various classes:
The most basic activity is cutting up the strip into individual boxes and
getting the students to rearrange them into an appropriate order. This is not
quite as simple as it seems because, apart from the visual element, it also
involves recognising discourse markers and ordering the pictures
appropriately.
This activity works well both for a single strip comprising 4 to 10 boxes or
for a longer series of strips when you can cut up and mix lines of 4 pictures,
for example. The first activity is more like rearranging the sentences within a
paragraph, while the second can be compared to rearranging the
paragraphs within a whole story
18
SONGS and MUSIC
“Authentic” songs are good classroom material if they have
these characteristics :
1. Reasonably up-to-date
2. Go down especially well with younger students
3. Interesting lyrics
4. Clarity of vocals
19
Basic Ideas for Using Songs
• Reading or Listening Comprehension
Use the song text as a normal reading or listening text.
• Listen and discuss
Get Ss to listen to the whole song once or twice, or to a shorter
section. Discuss what happened, reactions, interpretations,
predictions, etc. Printed lyrics could be given out if you wish.
• Gapped Text
Give Ss the lyrics with certain words blanked out. They have to
listen carefully and fill in the missing words. (The gaps could also be
used as a pre-listening exercise with Ss predicting what the missing
words are )
20
• Song Jumble
Cut the lyrics up into separate lines. In small groups Ss try to work
out the original order. When ready, they listen and compare their
guess with the actual song.
• Sing along
The aim is to learn the tune and to get the rhythm well enough to
sing along with the original tape. This can be quite challenging and
requires some careful preparation work on practising stress and
rhythm (probably with spoken rather than sung sentences–perhaps
using both individual, mouthed and choral practice ).
• Compose
Here’s the tune – now you write the lyrics. ( Again an activity that is
quite challenging on stress and rhythm ).
• Matching Pictures
“Here are 20 pictures connected with the song. Listen and put them
in the order in which you hear them in the song”.
21
• Action movements
Listen to one line at a time. For each line the Ss invent a mimed action,
which they teach each other, and then all perform. Regularly replay the
song from the beginning in order to recall and do the relevant actions. After
the Ss have done one or two verses, hand out the complete lyrics; in small
groups the Ss find movements for the rest of the song. At the end all come
together to watch a performance of the different versions.
• Dictation
Dictate the chorus, or the whole song. Check and compare with the tape.
• Picture dictation
Decide on a representative picture of something that happens in the song.
Dictate the information about this picture, a line at a time, to the Ss who
draw ( not write ) their interpretation. For example : The sun is shining in the
sky, There are a lot of people in the street, There is a dark cloud overhead,
It’s just starting to rain, etc. By the time you have finished, a lot of the
essential vocabulary and phrases from the song will have been circulating
and the song should be not too difficult to follow.
22
MUSIC in the CLASSROOM
Music on its own, especially classical, can also be useful for :
• Setting the mood at the start of the lesson;
• Giving you something to talk about with your Ss at the start of the
lesson ( especially useful with a class you don’t know );
• Background music while Ss work on “dull” exercises;
• Background music to set the scene while Ss do a particular task ( eg
“space” music during a discussion on life on other planets. Fast,
exciting music during a competition );
23
• Simply for pleasure, or as a break between activities;
• To help Ss relax;
• Music for “imaging” – Ss close their eyes and visualize images from
their own imagination or from the words of the T or another voice. A
good way to personalize topics – “think back to a time when you
…….”;
• Music to close down, to conclude, to round off the lesson. Music to
say good bye.
24