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

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.


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?


What can we teach using the visual channel?

Pronunciation Listening

Vocabulary

Grammar

FunctionsNote Taking

Writing

Reading

Body Language

Subjects

Register

Part 3 – Exploring the Visual ChannelReflection.

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?

spy


Can you think of a famous spy?


What do you need to be good at to be a spy?


martial artsexpert inAn

disguiseA master of



English Johnny Reborn?

What does ‘reborn’ mean?

Is this the first Johnny English film?

Johnny English Reborn

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





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?



Vocabulary Task



Comprehension Task



Grammar Check



Skills development – Personal Response.

Use the worksheet provided and write a 50-word personal response to the trailer.



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



Working productively with the trailer

• Focus on dialogue and voice-over

• Play the rest of the trailer as a check


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?


Reflection

• Why was this clip chosen?

• Why didn’t the teacher just play the whole film?


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.


Nunan’s (1989) Model of Psycholinguistic Processing

Processing

Guided production

Interaction

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

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?


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.

http://www.youtube.com/watch?v=qTqV3GOkEr8

http://en.wikipedia.org/wiki/en:Creative_Commons

http://creativecommons.org/licenses/by-sa/3.0/deed.en


Listen to the music:

What kind of music is it? Rock? Classical? Rap?

What kind of product would this music sell?


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.

http://www.youtube.com/watch?v=C28vPth3Xio&feature=autoplay&list=FLUFgkRb0ZHc4Rpq15VRCICA&playnext=2


Were you correct?

Do you play any of the sports?

You need to be fit!

You need to be brave!


Sports Collocations

Go……?

Do……..??

Play………???

Places

Pitch?

Court?

Field?

Rink?

Course?

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.

http://en.wikipedia.org/wiki/en:Creative_Commons

http://creativecommons.org/licenses/by-sa/3.0/deed.en


Critical Thinking

Work together and try to answer the critical questions.


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


Further Questions

• Is the ad honest?

• Did the ad meet your expectations?


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?


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


Processing/Comprehension

Sports - Music

Guided production

Sports Vocabulary and Phrases

Interaction

Questions for analysisStoryboard

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.


Historical Monuments

What do you know about it?


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 youthink we

are going to study?


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

http://learnenglish.britishcouncil.org/en/britain-great/heritage-great-part-2


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?


What did he ask?

_______ is Stonehenge?

Why is it so _____________?

What have you ____________?

Tell me one of the famous ______ .


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.


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.


Language Analysis

Description and facts

Current research (What is happening now?)

A story or myth about the monument


Work together and share your ideas.

Let’s listen to a few presentations!


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?


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).


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!


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

http://www.youtube.com/watch?v=LOSZLgzgnBs


Nunan’s Psycholinguistic Processing Approach (1989)

Cognitive and performance demands made on the learner.

Easier Processing/Comprehension

Production

More Difficult Interaction


Easier Processing/Comprehension

Production

More Difficult Interaction

listen/read – non verbal response

listen/read – repeat/respond

listen/read – discussion


Matching Activity to Demand


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?


Matching Technique to Purpose – Running Dictation


Curriculum Themes - recap

Johnny English -

Advertisement -

Stonehenge Documentary -

Part 8 - Further Resources

Handbook

Feedback Questionnaire

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

Documents

housekeeping slide

questionnaire slide

johnny english reborn

film trailers http

johnny english film

film clip

visual channel reflection

english language learning