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Using Viewing to Enhance English Language Learning at Junior Secondary Level 22 Feb / 13 Apr / 21 Jun 2013.

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Presentation on theme: "Using Viewing to Enhance English Language Learning at Junior Secondary Level 22 Feb / 13 Apr / 21 Jun 2013."— Presentation transcript:

1 Using Viewing to Enhance English Language Learning at Junior Secondary Level 22 Feb / 13 Apr / 21 Jun 2013

2 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?

3 Part 2 - Housekeeping

4 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.

5 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 – 12.10Demonstrations 2 and 3 12.10 – 12.40Selecting, Planning and Designing Activities 12.40 – 12.45Round-up and Questionnaire

6 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.

7 Part 3 – Exploring the Visual Channel What does the visual channel contain? 1. The setting 2. Lip movement 3. Facial expression 4. Eye contact 5. Posture and proxemics 6. Gesture (Emblems, Illustrators, Enactors,“batons” ) 7. Physical features 8. Style 9. Props 10. Captions/subtitles 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?

8 Part 3 – Exploring the Visual Channel What can we teach using the visual channel? Pronunciation Listening Vocabulary Grammar Functions Note Taking Writing Reading Body Language Subjects Register

9 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

10 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?

11 spy Part 4 – Demonstration 1 (Using Film Trailers)

12 Can you think of a famous spy? Part 4 – Demonstration 1 (Using Film Trailers)

13 What do you need to be good at to be a spy? Part 4 – Demonstration 1 (Using Film Trailers)

14 martial artsexpertinAn disguiseA master of Part 4 – Demonstration 1 (Using Film Trailers)

15 English Johnny Reborn? What does ‘reborn’ mean? Is this the first Johnny English film? Johnny English Reborn

16 Film trailer What do you expect to see? Let’s watch and check! Part 4 – Demonstration 1 (Using Film Trailers) http://learnenglishteens.britishcouncil.org/freetime/video-zone/johnny-english-reborn-theatrical-trailer

17 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?

18 Part 4 – Demonstration 1 (Using Film Trailers) Johnny English Reborn Vocabulary Task

19 Part 4 – Demonstration 1 (Using Film Trailers) Johnny English Reborn Comprehension Task

20 Part 4 – Demonstration 1 (Using Film Trailers) Johnny English Reborn Grammar Check

21 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.

22 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

23 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

24 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?

25 Part 4 – Demonstration 1 (Using Film Trailers) Reflection Why was this clip chosen? Why didn’t the teacher just play the whole film?

26 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 guided production real communicative interaction.

27 Part 4 – Demonstration 1 (Using Film Trailers) Nunan’s (1989) Model of Psycholinguistic Processing Processing Guided production Interaction

28 Part 4 – Demonstration 1 (Using Film Trailers) Processing –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 Visual Clues Expectations Prediction Comprehension Opinion- Personal Response Order the Script Re-write the script Role-play

29 Break – 15 minutes

30 Part 5 – Demonstration 2 (Using Advertisements) What sports brands do you know? Who buys sports goods? Do you? Which ones? Why those?

31 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? This file is licensed under the Creative Commons Attribution-Share Alike 3.0 Unported license.Creative CommonsAttribution-Share Alike 3.0 Unported

32 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?

33 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.

34 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!

35 Part 5 – Demonstration 2 (Using Advertisements) Sports Collocations Go……? Do……..?? Play………??? Places Pitch? Court? Field? Rink? Course?

36 Would you buy the fuel band after watching the ad? Why? Why not? Part 5 – Demonstration 2 (Using Advertisements) This file is licensed under the Creative Commons Attribution-Share Alike 3.0 Unported license.Creative CommonsAttribution-Share Alike 3.0 Unported

37 Part 5 – Demonstration 2 (Using Advertisements) Critical Thinking Work together and try to answer the critical questions.

38 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

39 Part 5 – Demonstration 2 (Using Advertisements) Further Questions Is the ad honest? Did the ad meet your expectations?

40 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?

41 Part 5 – Demonstration 2 (Using Advertisements) Reflection. 1. Why was the music played first? 2. How did the questions help you to analyse the ad? 3. Why did we show the ad three times? 4. How was creativity built into the lesson and why? 5. How about the thematic integration of the ad into your textbooks? 6. What other follow-up ideas can you think of? 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 were used - to help them think critically 3.For emotive / affective response and reaction; a second time to help scaffold students into some form of analysis and appreciation of the media, and then to analyse in more detail 4.Storyboarding own ads – might be motivating and allow the Ss to share own ideas 5. Potential themes: sport / achievement / goals/ technology 6.Could be followed by individual presentations comparing these sports stars to Chinese stars e.g. Rodriguez the skateboarder, with a famous Chinese skateboarder, or roller-skater

42 Part 5 – Demonstration 2 (Using Advertisements) Processing/Comprehension Sports - Music Guided production Sports Vocabulary and Phrases Interaction Questions for analysis Storyboard

43 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.

44 Part 6 – Demonstration 3 (Using Documentaries) Historical Monuments What do you know about it?

45 Part 6 – Demonstration 3 (Using Documentaries) Historical Monuments Quiz How long is the Great Wall of China? Guess. How many thousands of miles? Where is Stonehenge? Which country? Where can you find these statues? In England Around 5.500 miles Easter Island Which one do you think we are going to study?

46 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

47 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?

48 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 ______.

49 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.

50 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.

51 Part 6 – Demonstration 3 (Using Documentaries) Language Analysis Description and facts Current research (What is happening now?) A story or myth about the monument

52 Part 6 – Demonstration 3 (Using Documentaries) Work together and share your ideas. Let’s listen to a few presentations!

53 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?

54 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).

55 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!

56 Part 6 – Demonstration 3 (Using Documentaries) Interface between JS to SS Approach taken – Developing integrated skills through project work and research.

57 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

58 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

59 Part 7 – Selecting, Planning and Designing Activities Easier Processing/Comprehension Production More Difficult Interaction listen/read – non verbal response listen/read – repeat/respond listen/read – discussion

60 Part 7 – Selecting, Planning and Designing Activities Matching Activity to Demand

61 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?

62 Part 7 – Selecting, Planning and Designing Activities Matching Technique to Purpose – Running Dictation

63 Part 7 – Selecting, Planning and Designing Activities Curriculum Themes - recap Johnny English - Advertisement - Stonehenge Documentary -

64 Part 8 - Further Resources Handbook Feedback Questionnaire


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