Using movies is a way of escape for some teachers who like sinking down in their chairs and give a break basking in the light of the projector. If you are reading this post, I'm sure you are not one of those teachers (luckily:)
I believe movies are one of the best tools to teach / practice English, because they are helpful for all learning styles including visual, auditory and even kinesthetic ones if you can add some post activities like a role play, character work and so on.
While I was teaching young learners and teenagers, I used to have a video / multi-vision lesson. The first 20 minutes of the lesson the students were watching the film and the next 20 minutes they were working on the handouts I prepared. These handouts included pre, while and post activities.
Here are some tips about how to use videos:
· Choose an appropriate film considering the age / interest / gender of the group of students you are teaching
· Make a quick calculation dividing the duration of the movie by 20 / 25 to see how many lessons it will take to watch the whole movie. It usually takes 4 or 5 weeks.
· Include pre, while and post activities in the handout you prepare.
If you think it is not possible to spare a long time for videos, you can use short videos.
Click on the link below to use short videos related with the structure you teach. There are also printable worksheet which you can adapt. I think it is the best site to teach grammar through movies. Thanks to Claudio Azevedo, the owner of the blog.
http://moviesegmentstoassessgrammargoals.blogspot.com/
- merveoflaz's blog
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Comments
I have used whole movies in class but have experienced the following issues. Either most of them have seen it before, or a group of them are not interested, or it is too challenging linguistically.
So, my approach has been just to use a scene from or part of a movie. (If students then perceive it to be to there taste, they can go home and watch it)
With a scene or part of a movie, there is loads of potential for effective exploitation by the teacher.
Do consider it. It can be a lot less work for the teacher, but with rewarding results.
I don't get people when they tell me - "oh, just give them a test", or "just put on a movie" and take a rest. Those two kinds of activities take the most time and thought to prepare...
I like your post. I take the same precautious and have subscribed to Claudio Azevedo's blog. :)
Hi dxplorer,
It's good to hear we are on the same side:) Glad you liked the blog and subscribed. Sure you will be addicted to it:)
Dear Merve,
Thanks for the useful ideas and the link for moviesegmentstoassessgrammar. I also use http://warmupsfollowups.blogspot.com/ and http://film-english.com/
Have a fabulous weekend!
Eva
These ones seem to be great, too. I bookmarked them. Thank you Eva <3
Actually, I'm guilty as charged. I have used videos for the follwing wrong reasons:
* as a reward for having finished the novel ("Holes" & "The Bad Beginning")
* to create interest before reading something ("I-Robot" before reading Asimov)
* to finish off the term on a positive note (last lesson yesterday: "The Princess Bride")
Every time I do this I definitely "like sinking down in [my chair] and give a break basking in the light of the projector". What's more: I'm going to do it again - next term! Ha!
Great point! Since you do it through a process and end up with an award, it is still meaningful Karin. thank you for reminding that. I also used it as an award and that was an enjoyable time to see the students' efforts to reach the prize. I think that's totally different from bringing a movie to the class without any aims.
Thanks for this great post, Merve Hocam
I remember my high school times. We used to watch 'FRIENDS'. It was very enjoyable and we had much fun while learning. I will use movies in my classrooms in the future :)
Happy blogging :))
Hi Karin
What's wrong with using videos to create intereste before reading something? I think videos are great for pre-reading.
LEO
Thank you for sharing your idea. Actually, I agree with you on this. All the things you mentioned are the weaknesses. When I used these movies and handouts, we used to have a sepearte video lesson. Instead of using video books simplified for learners, I preferred to use movies as authentic materials and of course thi should have had an aim. That's why I prepared the handouts. I tried to make them as fun as I could. Capturing scenes to be put in the right order, using some of the captured pictures with bubbles to write funny scenes and so on.