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Animate your Classes with Video! | OUP

Videos are a great resource for language teaching and learning!

Students enjoy watching animated shows and videos on TV, on tablets, and on phones. Videos can motivate students to engage with language, so it’s easy to understand why teachers want to bring more videos into their English classrooms.

There are strong pedagogical reasons for including videos in your language teaching. Videos bring language alive. Students can see and hear language being used in context.

Animated videos are particularly accessible because they make it easy to focus on specific language, and can appeal to a wider age range of students than live-action videos. Animated videos are ideal for providing language models with enough context to support meaning, and enough humour to engage students. Research shows that students respond positively to familiar characters, so if you use videos with characters students can identify, they not only bring the language to life but may also make students want to interact with the characters they’re watching!

Even with all of these great reasons to include video in English class, many teachers don’t. Why not? Teachers tell us that it’s hard to find interesting videos that use the language their students are learning. They aren’t sure where to look for appropriate videos, and when they do know where to look, they don’t have time to search through the videos available in order to find one that will work with a specific lesson. Often, the videos won’t work because the language is too hard, or the video is too long or too fast-paced. Even if teachers are successful in finding a video they think could work with their lesson, they often aren’t sure how to make the best use of it for language learning.

One of the most important things teachers can do when using a video in class is to make the video content as interactive as the rest of their lesson. We know it’s important for students to talk to each other, to ask and answer questions, to use gestures and movement to reinforce meaning, and to use language in a meaningful way. We should use videos in the same way. There’s no reason to make video watching a passive experience in class.

Here are some ways to make video watching fun, interactive, and effective:

  • Show the video without sound first. Then see what the students can remember about the video: body/hand movements and gestures, the situation and any words or phrases that they think are in the conversation.
  • Play the video with sound. Have students listen for specific words or phrases, and do something (like raising a hand) when they hear the target language.
  • Ask students a question before playing the video with sound. Have them listen for the answer.
  • Have students take a role and act out the video.

We’re excited that the 5th edition of Let’s Go will include videos to help animate your teaching. The conversation videos show students how to extend the Let’s Talk dialogues. The song and chant videos make the language even more memorable and entertaining by adding a visual component.

Two of the new videos are available for you to try out in class.

Extended Conversation Videos

The conversation videos extend Let’s Talk dialogues by adding relevant language students already know and showing body language and gestures in context. Interestingly, if students look closely, they’ll see characters using gestures and facial expressions that may be different from what they usually do. During the video, one of the Let’s Go characters always turns to the students to ask a question, in order to make students part of every conversation.

The video from Level One Unit Six is available for you to watch.

 

Here’s the transcript so you can see how familiar language is used to extend the basic conversation. The original conversation is in black. The added language is in red. Blue highlights the question students will answer.

[Set off in a box]

[Cellphone buzzes]

Jenny: Hello?

Kate: Jenny?

Jenny: Yes. Oh, hi Kate. How are you?

Kate: I’m great. How are you?

Jenny: I’m great, too. It’s so nice today.

Kate: How’s the weather?

Jenny: It’s sunny.

Uh-oh. [thunder]

Kate: What was that?

Jenny: It’s rainy now.

Kate: How’s the weather today?

How could you use this in class?

  • Show the video without sound, and ask students to tell you what the conversation is about.
  • Play the video with sound. Have students listen and tell you what language they hear.
  • Have students answer Kate’s question, and then ask each other the same question.
  • Once students are comfortable with the language, have them watch without sound again, and tell you how Jenny is feeling based on her facial expressions
  • Let students role-play the conversation in pairs.

Song and Chant Videos

The song and chant videos make lesson language visible and memorable! Combining rhythm, music, and images allow students to use three of their senses and increases the amount of language they’ll remember. “Where are the bugs?” from Level One Unit Six is available now.

 

How could you use this in class?

  • Have students call out the names of objects they recognise in the video.
  • Have students decide on gestures for on, in, under, and by (e.g., placing a fist on a palm for ‘on’,). Students do the gestures as they listen to the song.
  • Have half of the class sing the questions and the other half answer. (Sing twice so everyone gets to ask and answer questions.)

Using videos that support your lessons can make the language more exciting, and real. The best videos for teaching language will reinforce the language you’re trying to teach. They’ll be short and will match your students’ pace.

Let’s Go fifth edition videos are all of these things – pedagogically sound, student tested, linguistically appropriate, short, understandable, and funny. Having the videos included with the coursebook units makes it easy to include them in your lessons.

Have fun animating your language teaching with Let’s Go!


Ritsuko Nakata, Karen Frazier, and Barbara Hoskins have spent 25 years working to improve the Let’s Go learning experience for teachers and their students. It is the only primary coursebook series that has had the same authors for all levels, resulting in a tightly controlled grammar syllabus that makes productive use of limited class time.


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#EFLproblems – Facing your technology fears

Close-up of frightened man with dramatic lightingWe’re helping to solve your EFL teaching problems by answering your questions every two weeks. This week, Stacey Hughes addresses a common fear: using technology in English language classes.

At the recent IATEFL conference in Harrogate, I spoke with many teachers who are still on the fence about using technology in their classes, and it is this EFL problem I would like to address in this blog.

For some experienced teachers, technology was seen as a gimmick. They couldn’t see any benefit technology could offer because the tried and tested activities they use had already proven successful. Other teachers I spoke with were nervous about the technology itself. Faced with the onslaught of apps, digital products and a host of crusading digital zealots, they retreated to the comfortable safety of books, pen and paper. For them, it was all too much too fast and they were overwhelmed.

I’d like to address the first of the two issues raised above before looking at ways teachers can ease into using technology.

Is technology a gimmick? It certainly can be, especially when it is used without thinking about how its use can enhance the pedagogical aim. There are many arguments for using technology: it is part of everyday life for many students, so it is natural to include it in lessons; it can make administrative tasks less time-consuming, freeing up class time or a teacher’s out-of-class work time; it renders some activities more motivating; it can put students in charge of their own learning; it provides access to information that wouldn’t be available otherwise; it allows students to practice and get feedback on language use… the list goes on. In essence, whether or not technology is a gimmick rests in the way it is used and for what purpose.

Here are some tips and things to think about when beginning your foray into using technology:

1. Start slow

You don’t have to use everything at once. Choose one device, tool or app to try this term or this year. It could be something as simple as asking students to email you their written paragraph or essay first drafts, writing comments on the papers in a different colour, using the highlighter to point out mistakes you want them to correct, then emailing the papers back to the students to correct for their final draft. For me, this method of feedback is preferable to handwriting comments because: I can write more; type-written comments are easier for my students to read (especially those whose L1 script is not Roman-based); I have a record of the feedback; students can’t lose their work (or if they do, I can simply email it to them again).

If you are feeling braver, try giving oral feedback on written work using Jing. My students responded positively to oral feedback because it gave them more listening practice. Have you always wanted to set up a class wiki, but baffled by the endless possibilities wikis provide? Start small: post up a text with questions you want students to read and answer for homework. Build the wiki over time.

2. Use the technology supplied with course books, workbooks and teacher’s books

If you are using CDs or DVDs, you are already using technology! Experiment with any online workbooks, student or teacher websites, learning games or mobile content. The benefit here is that everything is linked up, so teachers don’t have to think about how to relate the activity to the lesson aims. Don’t be afraid to let students take the lead with some of this – students are generally happy to help the teacher with the technology side of things. Course books also come with a degree of technological support from the publisher.

3. Use technology that is already in the room

Look at what you have available and then how you might use it. Be sure to include student cell phones and smartphones in your assessment. If you have a projector and internet access, for example, you can access interactive pronunciation charts for in-class pronunciation activities, or you can have an online dictionary at the ready for any vocabulary or collocations that come up in class. Keep these two open and running in the background (shrink them down) for easy access. Do quick image searches for vocabulary that comes up that can’t be explained easily – I once had the word badger in a text. I did a quick Google Images search, followed by a Wikipedia explanation projected on the wall – much more memorable than a simple explanation and I didn’t have to find a photo beforehand to bring to class.

4. Start with the learning aim

This is undoubtedly the most important thing to keep in mind. Put learning first and look for the best tool to use to aid that learning. Let’s imagine that you are teaching a Pre-Intermediate class and you want students to practice asking and answering questions. If students do this in pairs, it is hard to monitor everyone. Technology is beneficial here: students can video or audio record themselves (e.g. on their phones or tablets) and email you the recordings. You then have a record, can assess which students are able to ask and answer correctly, and can give directed feedback.

The added benefit of using technology in this way is that students are more likely to feel the task is purposeful and try to do it well. Creating a realistic context will add to the learning experience by showing students how the language they are learning in class relates to the real world: interviews ‘on the red carpet’, for example, provide a context and students can then do a blog write-up of the answers.

5. Ask yourself these questions:

What do I want my students to do or learn? Can technology help? If so, which technology? Is there something I can use that I already have or do I need to find something that I can use? Will using this technology benefit the students? If so, how? (If not, don’t use it!) How much time will it take me to learn this and is it time well invested? (i.e. Will students benefit proportionally? Once I have learned it, will I use it again and again?)

Invitation to share your ideas

What’s your technology story? Have you tried something out that you would like to share? Do you have any advice for those just beginning to take that first step into using technology? Please tell us about it by commenting on this blog.