1. Integrating Skills in EFL Class Using Video and Sound Effects Abduljabbar Alshabi IATEFL 2014 Harrogate Conference Abduljabbar Alshabi IATEFL 2014 Harrogate Conference 1

2. Media in the Language Classroom What to consider when using media Cultural and social issues The learning styles Medium suitability What to consider when using media Cultural and social issues The learning styles Medium suitability 2

3. Using Video in the ESL Classroom Benefits of using videos Provide authentic listening and viewing experiences Add visual dimension to aural work Give prominence to "paralinguistic" features Engage the learners Inspire teachers creativity Strengthen teachers self-confidence Benefits of using videos Provide authentic listening and viewing experiences Add visual dimension to aural work Give prominence to "paralinguistic" features Engage the learners Inspire teachers creativity Strengthen teachers self-confidence 3

4. My Experience with the Technique of Using Video and Sound Effects interest in the technique + getting enough knowledge + making the video + applying the technique presenting something new and fascinating interest in the technique + getting enough knowledge + making the video + applying the technique presenting something new and fascinating 4

5. Making the Video Recording the scenes Transferring the video Recording the scenes Transferring the video 5

6. Setting up the Video Lesson Viewing Techniques Silent viewing Freeze framing Partial viewing Picture or speech Subtitled films Picture-less listening Viewing Techniques Silent viewing Freeze framing Partial viewing Picture or speech Subtitled films Picture-less listening 6

7. Teaching the Video Lesson Teacher gives instructions to the students Students listen, guess and take notes (picture-less listening) Students listen again…(check, discuss and respond to questions using the structure) Teacher elicits answers and highlights structure Students watch video and check their speculations Teacher reviews and reinforces the usages of the structure with the students Teacher gives instructions to the students Students listen, guess and take notes (picture-less listening) Students listen again…(check, discuss and respond to questions using the structure) Teacher elicits answers and highlights structure Students watch video and check their speculations Teacher reviews and reinforces the usages of the structure with the students 7

8. Suggestions for Variation Teaching grammar: tenses and adverbs of consequence Teaching vocabulary: activities, jobs, transportation, animals, etc. Teaching writing: story based on the sounds in video (picture-less listening) story that match the videos (silent viewing) Teaching speaking: role-play video recording, expect events before or after video recording Teaching grammar: tenses and adverbs of consequence Teaching vocabulary: activities, jobs, transportation, animals, etc. Teaching writing: story based on the sounds in video (picture-less listening) story that match the videos (silent viewing) Teaching speaking: role-play video recording, expect events before or after video recording 8

9. Integrating skills English language teachers can use the same video to teach integrated skills together with grammar and other language sub-skills applying the technique of video and sound effects. 9

10. Conclusion o The world around us can serve as a rich teaching resource if we, educators, exploit it well. o Using the technique of video and sound effects is one of the most useful, reachable and rewarding ways to break the routines and teach our students the real use of language in context. o Teachers need to believe in their abilities to make a change and go creative. o The world around us can serve as a rich teaching resource if we, educators, exploit it well. o Using the technique of video and sound effects is one of the most useful, reachable and rewarding ways to break the routines and teach our students the real use of language in context. o Teachers need to believe in their abilities to make a change and go creative. 10

11. Thank you ! 11