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Using multi-media on the English lessons

Using multi-media on the English lessons. The group of creative teachers: Natalia Romashyna, school # 52 Tetiana Belkina, school # 45 Marta Markova, school # 91 Olha Mychka, gymnazium “Hrono” Myroslava Dobrianska, Law gymnazium Natalia Chubinska, school “Dyvosvit” Halyna Kovalyk, school #1 .

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Using multi-media on the English lessons

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  1. Using multi-media on the English lessons

  2. The group of creative teachers:Natalia Romashyna, school # 52Tetiana Belkina, school # 45Marta Markova, school # 91Olha Mychka, gymnazium “Hrono”Myroslava Dobrianska, Law gymnaziumNatalia Chubinska, school “Dyvosvit”Halyna Kovalyk, school #1

  3. The structure of the work: 5 meetings Individual work Group work Cooperation with pupils Publishing the booklet

  4. Subject Electronic dictionaries; Teaching English by using videos; Teaching English by using the Internet; Teaching English by using course books CD-ROMs; Smart Board on the English lesson; Multi-media presentation on the English lessons

  5. TEACHING ENGLISH BY USING VIDEO Presented by NataliyaRomashyna Lviv school #52 April , 2011

  6. Video as a Learning ToolRemember… • 10% of what we read • 20% of what we hear • 30% of what we see • 50% of what we see and hear • 70-90% of what we see, hear and do

  7. ADVANTAGES • Video can be used to illustrate how something works • Video provides information in detail that text and graphic cannot • Video can grab students’ attention • Video can show real life examples • Video can appeal to the learning styles of visual learners

  8. Purpose Active viewing - active involvement. Vocabulary - vocabulary development and review. Grammar - grammar presentation and review. Pronunciation - activities focusing on sounds, stress and intonation. Listening/speaking skills - viewing comprehension, listening, oral composition, speaking and discussion. Reading/writing skills - reading, note-taking and written composition. Cross-cultural concerns - cultural awareness and cross-cultural comparison.

  9. The main functions of using videos duringthe English classes are that of motivating and helping students to understand this language, but still, there are some rules to follow in order to get good results: • First of all, the movie part or video should not be longer than 5 minutes, in order to help them understand properly what it is about and what their tasks are. • Secondly, it is advisable to make a correct prediction of the time students might take to perform the tasks. • Thirdly, one should also mind the context in which the video is used, the video should be part of the whole lesson management. An essential element is to have a clear aim for using the video and also to be able to understand students' needs like: vocabulary explanations, guessing words from context or from using gestures and facial expressions.

  10. Selecting a Video • Interest - Any video chosen for use in class must be interesting or attractive. • Length - Your video sequences must be suitable for class time. • Language level - It is more important to grade the task or activity so that the class can deal with it, rather than to grade the video material itself. • Language items to be taught - The focus can be changed according to your aim of the lesson.

  11. Video Types • There are two types of video sequence. One is the educational video made specifically for language learning and the other is normal video (i.e., video/TV/film material made originally for native speakers) • Drama - TV soap operas, drama series, plays, situation comedies, etc. • Documentaries - any material which is non-fictional and or unscripted. TV news programmes, interviews, sports programmes, TV talk shows. • TV commercials - all kind of TV or cinema advertising material. • Music videos - generally used to refer to pop music videos of all kinds. • “In-house” video material– you can make it yourself using home camera.

  12. Resources • Shooting new video • Students participation (assignment, report, project) • Record from TV directly • From Internet • Usage of ready courses by Oxford, Longman,etc.

  13. What Are Some of the Teacher's Responsibilities? To view the video before attempting to use it. To pinpoint the purposes of using video. Will it be to help the learners repeat the language, imitate the language and gestures, or predict what may happen next? To collect appropriate video. To think how would you teach the English in an interesting way, not boring. To know the level of your students.

  14. KEEP IT SIMPLE Any implementation to provide teachers with technology tools must be done with an objective “keep it simple’. Teachers should avoid: • Technology that is too complex • Technology that involves too much work to use it • Technology that increases the need for more classroom support

  15. Challenges • Lack of resources • Lack of equipment • Lack of required software • Technical problems • Lack of legibility of audio and visuals • Lack of attention

  16. Tips for using video in the classroom • When possible, use segmented viewing – short clips from the longer proram • Leave the classroom lights on. Let students know this is active rather than passive • Help students to understand a reason for watching and direct them toward meeting the direct learning outcomes

  17. Strategies that enhance the use of video in the classroom • Predicting • Viewing comprehension • Listening practice • Speaking practice (role plays, inteview, information gap, discussion)

  18. Resources • http://www.schoolvideos.com • http://www.teachertube.com • http://www.eslpartyland.com • http://www.schoolvideos.com • http://www.EzineArticles.com • http://www.wnet.org • http://www.video.about.com

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