Movies and videos in the EFL classroom If you are looking to expand the role of movies and videos in your EFL class, what better way to ...
Movies and videos in the EFL classroom
If you are looking to expand the role of movies and videos in your EFL class, what better way to expand students? Communication skills, grammar and vocabulary using clips from popular movies? Try using these seven tips to stimulate student motivation while enjoying a favorite pastime of children and adults alike, watching short scenes or clips from popular movies.
1. Use pre-viewing activities
Before the video, warm your students with the theme and grammar through previous activities. A variety of these may include puzzles, photos and images, short games such as “concentration” or TPR activities, a story or anecdote, or the activation of the students’ scheme. In many other ways.
2. Have students complete a table while they watch
While watching a short segment of video or movie, students may complete the key information in a box. Elements such as character names, occupations, family relationships, dress and environments can be easily registered in this way. This allows students to focus more on communicative aspects and less on writing.
3. Select a grammar point repeatedly shown in the movie clip
There is no need to leave grammar out of a lesson or stage based on video. If a point or usable grammar structure is repeated or highlighted during the movie clip you plan to use, much better. Just remember to previously teach that grammar or structural element, even a class or two before the video, so that it is recognizable in context.
4. Have a list of six to eight lexis
Select a list of six to eight or ten words of vocabulary, idioms and expressions from the movie or video clip you plan to use. Teach these during the pre-visualization stage of the lesson. When students hear them use in context during the video viewing session, the lexicon will have an additional impact.
5. Make use of visual information
A popular movie clip is an audiovisual experience, so use it as such. While students observe and listen to general and detailed oral information, also include visual aspects so they can read and scan them. How many? How much? When? Where? Who? How and why they are good initiators to capture information presented visually from the movie clip or video segment.
6. Allow students to select their favorite movie clip
It can be a dilemma. There you have maybe two or three or more movies to choose from, but you are not sure which ones your students would prefer. So I have an idea, if you choose, let them do it. Take three movies, for example, show students only the first five minutes of each and then let them choose what they would like to work with. If you have a clip in mind of each of the movies, show it and give them a choice. You can develop your activities and class stage plans trusting that your students & # 39; Interest and motivation.
7. For post-viewing discussion:
If it is not addressed during pre-viewing activities, now is the time to talk about favorite actors, actresses, similar plots and stories from other films, and what could be different or better results for what is seen. Scenic performances, altered dialogues and plot twists that your students might find. Be imaginative, creative, bold or even fun, but have them communicate about their experience.
Prepare a worksheet
You can prepare a one or two page worksheet for students to copy and use for the video session. Alternatively, students can copy the format in their notebooks. Just be sure to plan your pre-viewing, during-viewing and post-viewing activities well, and your lesson based on an English video clip will surely be an award-winning.
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