Monday, July 30, 2012

Recipes

View these videos at:
These videos show the viewers how to cook a variety of dishes.  They list the ingredients and offer a step by step guide through the cooking process, much like an audio-visual cook book.  Although the full spoken script isn’t shown in the form of subtitles, the key words are displayed.  This is sufficient scaffolding for pre-intermediate learners to follow what is already a fairly limited language task.  The main language focus being the (imperative) verbs of action.  See the following link for information about the imperative: http://www.englishlanguageguide.com/english/grammar/imperative.asp

The videos also include key vocabulary directly related to the dish being made. 
Pre-teaching of recipe specific items may be useful before watching the video.  However,  one task for stronger students might be to make a list of unfamiliar vocabulary while they watch the video.  This list can be shared and checked before watching for a second time, perhaps with the aim of reporting the recipe and cooking process to partners, after the second viewing.
View these videos at:

http://www.youtube.com/watch?v=MjEtrPo4dqo&feature=relmfu
http://www.youtube.com/watch?v=PrjKZjBoi0c
http://www.youtube.com/watch?v=JFy6yeZkt2k&feature=related


Disclaimer: The owner of this website does not claim ownership or control of any of the content accessed via the links on this site.  Consequently the owner of this site is not responsible for any changes to or unexpected content found at these links.  The owner of this website has no control over the continued availability of such content and cannot be held responsible for discontinued availability. Users of this site are expected to have read and agreed to these conditions and are especially advised to check content via links before use in the classroom.

Sunday, July 29, 2012

A checklist for choosing suitable video clips


Check the quality of the video
If you can’t hear what people are saying or see what is happening discard the video: it will leave your students with a bad impression and they won’t learn anything from the video.
Check the length of the video
If the video’s too long, identify and make a clear note of exactly which time segments you can use.  Be sure to prepare an introduction to segments that don’t begin at the start of the video so that students have some context to work from. If the video is very short, perhaps just a minute or two, decide whether the content is worth the effort of setting it up – having said that the video may short but it may also be just what you need to change the pace of the lesson and focus on specific language used for a particular purpose.

This short 1.5 minute clip of a brainstorming session (good and bad versions) http://www.youtube.com/watch?v=TqPAUYF2-XQ  offers very specific target language examples making it a useful resource for a variety of reasons.  See my review of this clip: http://www.tubedubedu.com/2012/07/making-suggestions-brainstorming.html
Check the content for target language or other content
Determine the purpose of using the video clip.  Often in EFL classrooms or for self-study purposes there is target language to focus on.  If the clip contains a specific range of vocabulary, perhaps language related to an activity or location; or phrases for achieving particular purposes, such as asking for directions or giving opinions, these can be good reasons for choosing the video.  If the clip is to be used for intercultural communication training purposes you should again clarify the specific purpose.  Perhaps the purpose is to contrast attitudes or behavior, perhaps focusing on elements of the cultures that are noticeably different from one another.
Check the difficulty level of the language
English language difficulty is of primary concern to the EFL student.  If the language is too difficult there may be no benefit at all to viewing the video.  Similarly, if the language is too easy advanced students may not feel theyare gaining much from the experience. Having said that, more advanced students can often benefit from content in other ways.   
Language difficulty and target language are often related, so if there is particular target language identifiable in the clip then to a certain extent you can justify using the video.
Consider whether the video adds value to the lesson
Ask yourself whether the same results be achieved through other channels. If they can then ask what the advantages or disadvantages of using this video are. 
Check for subtitles
To many students reading subtitles whilst watching a video makes a big difference in their understanding of it.  Determine what the purpose of the video is and whether or not subtitles are beneficial to the task.  Perhaps both options at different times for different reasons may be suitable.  Some videos come with permanent subtitles while others give the viewer the option of turning them on or off.  On YouTube videos the CC button gives this option, if available.
Check the video for its interest factors                                            
Although a video may be of a suitable quality, contain the target language , be of a suitable level for the students, be a suitable length or be divided into sections for easy use and may or may not have subtitles, if the content is boring, inappropriate, out-of-date or aimed at a completely different audience there may be no point in showing it.  Recognize who the student viewers are and determine whether or not the actual content of the video is of use and interest to them.
Check the context of the video content
If the video forms a part of something greater like a tv series, or if the clip is a segment from a movie, or if the content is something a little unusual, it is worth presenting some context to the audience first.  Without this kind of background understanding some of the content might be lost to the viewers even if they fully understand the words that are presented on screen.  One approach is that you could simply tell the viewers the necessary background details first.  Alternatively, you might show another small clip, or a trailer, from the show or movie first and then elicit comments from the audience for them to build the context.  They might need help with this so a list of prepared questions for them to answer could enhance the activity.
Consider what lead-in activities and follow-up activities you can use
If a clip is deemed suitable for a lesson or part of a self-study programme its position in that lesson or programme needs to be decided.  In other words, when should the video be used?  What should happen before it and after it?  How should it be used? How many times should it be shown? Can it appear in more than one place in the lesson or programme?  Does it provide opportunities for learning about more than one area of communication?    These and other questions help determine the video's effectiveness.
It takes a while to make the most of video resources, but the variety of learning opportunities that they offer make them essential tools for language and communication studies.

Disclaimer: The owner of this website does not claim ownership or control of any of the content accessed via the links on this site.  Consequently the owner of this site is not responsible for any changes to or unexpected content found at these links.  The owner of this website has no control over the continued availability of such content and cannot be held responsible for discontinued availability. Users of this site are expected to have read and agreed to these conditions and are especially advised to check content via links before use in the classroom.

Thursday, July 26, 2012

The Simpsons Gun Shop Clip


This is a short clip from an episode of the satirical cartoon series. 
Irony, satire and figurative language are explained to some degree at this link:
The Simpsons clip emphasizes some of the arguments regarding the constitutional right to bear arms in the US.  For upper intermediate to advanced students with a background knowledge of the arguments for and against the right to bear arms, this video clip provides not only context-based listening and discussion opportunities, but could set the foundation for a more formal debate, for and against such a right. Discussion points could revolve around Homer Simpson’s attitude and reasons for wanting to buy a gun, as well as the attitude and actions of the gun salesman.
Before watching the clip it would be useful to provide students with the basic laws outlining gun ownership in the US. (See: http://en.wikipedia.org/wiki/Gun_law_in_the_United_States )  It might also be valuable to encourage students to share their relevant knowledge.  This should provide a more level footing for all students to view the video clip.
After watching the clip and discussing the two characters’ attitudes, the student group could be divided arbitrarily into two debate groups: one group for and one group against the right to bear arms. Preparation time (on-line, preferably) would give students the opportunity to develop arguments based on ‘solid’ evidence.
News of the recent Colorado cinema shooting at this link:  http://news.sky.com/story/965075/cinema-shooting-suspect-warned-of-attack

Disclaimer: The owner of this website does not claim ownership or control of any of the content accessed via the links on this site.  Consequently the owner of this site is not responsible for any changes to or unexpected content found at these links.  The owner of this website has no control over the continued availability of such content and cannot be held responsible for discontinued availability. Users of this site are expected to have read and agreed to these conditions and are especially advised to check content via links before use in the classroom.

Tuesday, July 24, 2012

No Alcohol Zone in Chiang Mai, Thailand


Group discussions about cultural differences and values as well as cultural sensitivity can be based around images such as this.


www.tubedubedu.com
While in Chiang Mai I picked up a local magazine and read an article, written in English, about the local teenagers' increasing thirst for alcohol.  If this is the reason for the sign it seems odd that that it should be written in both Thai and English.  A bi-lingual sign suggests a bi-lingual target group.

What's interesting to me is the temple in the not-so-distant background, encouraging the discussion to involve attitudes toward religion across different cultures.  Included in that discussion could be the relationship between alcohol and religion, the positive or negative view of religion or alcohol or both, the separation or integration of everyday life and religion...  The list goes on. 

For an intermediate or pre-intermediate EFL group discussion this could simply be an opportunity to express personal opinions or experiences, using appropriate target language, but for an advanced group who realize that understanding a culture is an essential pathway to understanding a language, this could certainly be an opportunity to investigate the differences between East and West, and more specifically US / British/ Australian etc attitudes toward drink and religion compared to those of the Thais.

Saturday, July 21, 2012

Presentation - Frank Gehry's Architecture


Watch the presentation at: http://www.youtube.com/watch?v=c7dAs3aiE-o&feature=relmfuThis (6.5 minute) presentation outlines some of the key arguments in favour of the work of architect Frank Gehry.  Intermediate students who watch this well-managed, yet informal presentation about the work of controversial architect Frank Gehry would probably benefit from a pre-viewing photo introduction to the architect’s work itself, which can be seen at:
http://www.google.com/imgres?imgurl=http://lisathatcher.files.wordpress.com/2012/04/fg-6.jpg&imgrefurl=http://lisathatcher.wordpress.com/2012/04/11/frank-gehry/&h=314&w=468&sz=142&tbnid=50ZNYr7eQbVUTM:&tbnh=86&tbnw=128&prev=/search%3Fq%3Dgehry%2Bimages%26tbm%3Disch%26tbo%3Du&zoom=1&q=gehry+images&usg=__N4m88Y6Vtx6MCBkipuBMFfBCZ1Q=&hl=zh-TW&sa=X&ei=B8HVT9v6N4iEmQWXp9SDAw&ved=0CBIQ9QEwAA
The message of the presentation relies largely on the spoken word, as there are no written or other formal visual aids.  Naturally this means that this is not the best choice for demonstrating the complete presentation package to any students.  Despite this, the video does give intermediate students the opportunity to focus specifically on the spoken content of the presentation, such as linking words, organization of ideas and presentation structure
The body language of the presenter, although low-key, is something else of value that intermediate students could learn something from.  The gestures, eye contact, awareness and rapport he has with the audience are all evident and worth analyzing.
After watching the presentation, students could develop appropriate visual aids for the presentation by listening to and taking notes of the spoken message, identifying the key points made and presenting them in succinct yet accurate slide form.
A further follow-up exercise could be for students to give their own versions of the same presentation using the slides they have just developed.  Video recordings of the student performances could then be compared in a variety of ways to the original video clip.
This presentation works in conjunction with the discussion about Gehry at: http://www.youtube.com/watch?v=pBte1_S8yCg&feature=related
Disclaimer: The owner of this website does not claim ownership or control of any of the content accessed via the links on this site.  Consequently the owner of this site is not responsible for any changes to or unexpected content found at these links.  The owner of this website has no control over the continued availability of such content and cannot be held responsible for discontinued availability. Users of this site are expected to have read and agreed to these conditions and are especially advised to check content via links before use in the classroom.

Wednesday, July 18, 2012

Discussion - Frank Gehry's Architecture

Pre-intermediate students may benefit from the video to a certain degree with a lot of pre-watching language scaffolding and an opportunity to informally discuss the architecture before actually watching the video. The idea being that some of the same arguments that appear in their discussions appear in the video, making the ideas more accessible at the listening/watching stage.
This video discussion has speakers both for and against the controversial Gehry architecture.  Appropriate language functions (giving and asking for opinions, giving reasons, agreeing and disagreeing) are evident during the discussion.  However, there is more to the discussion than the standard set of language functions outlined above.  For one, there is humour in the evaluations of the work and in the conclusion to the discussion.  While watching the video, students could be asked to not only identify useful language phrases, but identify who is for and who is against the architect’s work and why.  Attitudes between speakers may be something else to explore after watching, although this is a more subjective discussion point for students.
Pre-intermediate students should be able to extract most of the useful language functions but would need a lot of support in understanding the whole of the discussion.

Disclaimer: The owner of this website does not claim ownership or control of any of the content accessed via the links on this site.  Consequently the owner of this site is not responsible for any changes to or unexpected content found at these links.  The owner of this website has no control over the continued availability of such content and cannot be held responsible for discontinued availability. Users of this site are expected to have read and agreed to these conditions and are especially advised to check content via links before use in the classroom.

Sunday, July 15, 2012

Making Suggestions - Brainstorming

Watch the video at: http://www.youtube.com/watch?v=TqPAUYF2-XQ

This short (1.5 mins) video clip is an advertisement for a longer training video that compares good versus bad brainstorming meetings.  Despite this, there are still some useful phrases (making suggestions) for pre-intermediate or above students to listen out for and take a note of. 
Higher level students may make sense of the whole scenario, although there are some North American culture specific references made, such as the one-man/woman performance of ‘Annie’.  Overall, the clip shows the classic contrast between a good brainstorming meeting versus a bad one, with the bad one first showing a lack of ideas, immediate negative evaluation, followed by a quick end to the meeting.  The second version shows a flurry of ideas from all participants with no evaluation of any kind, allowing the number and diversity of ideas to flow: the classic brainstorming method.
At pre-intermediate level the language functions of making suggestions are the key language focus. The context of what the meeting is for (to come up with ideas for this year’s office party) may be suggested through a warmer activity where the students themselves are asked for suggestions for a good office party.  At intermediate level the actual suggestions could be largely understood.
Follow up activities for pre-intermediate students might include a make-over of the good version, adding even more appropriate phrases for making suggestions.  Higher level students may benefit from the principles of the problem solving process - http://www.gdrc.org/decision/problem-solve.html - where brainstorming (suggestion-driven) meetings are followed later by evaluation-focused meetings.

Watch the video at: http://www.youtube.com/watch?v=TqPAUYF2-XQ


Disclaimer: The owner of this website does not claim ownership or control of any of the content accessed via the links on this site.  Consequently the owner of this site is not responsible for any changes to or unexpected content found at these links.  The owner of this website has no control over the continued availability of such content and cannot be held responsible for discontinued availability. Users of this site are expected to have read and agreed to these conditions and are especially advised to check content via links before use in the classroom.

Monday, July 2, 2012

Obama Speech

Watch the video at: http://www.youtube.com/watch?v=cfjQujYrfEk&feature=relmfu

This is a video of a speech made by President Obama, a gifted public speaker.   Listen to this as an example of a beautifully delivered and scripted speech.  Rhetorical strategies, such as repetition of key words and phrases, the use of opposites (light and dark) and the use of themes (time), amongst others, are crafted into the script so well they are almost undetectable.  The pace of delivery, the tone of voice and the rapport built by being aware of his audience and their needs are all qualities worth analyzing for the development of learners' public speaking skills. 
This video could first be used in a listening exercise where students need to listen out for and identify certain rhetorical startegies, analyze how they are used and determine what impact they have on the speech as a whole. Before an exercise like this students would need sufficient input on these strategies and how they are constructed as phrases.
Learners could attempt to include certain types of rhetorical strategies in their own speeches and these could be one element to focus on for specific feedback in their speaking skills development.


Watch the video at: http://www.youtube.com/watch?v=cfjQujYrfEk&feature=relmfu

Disclaimer: The owner of this website does not claim ownership or control of any of the content accessed via the links on this site.  Consequently the owner of this site is not responsible for any changes to or unexpected content found at these links.  The owner of this website has no control over the continued availability of such content and cannot be held responsible for discontinued availability. Users of this site are expected to have read and agreed to these conditions and are especially advised to check content via links before use in the classroom.