Teaching engliseffectively by using english video clips and photos to tenth grade students

Teaching engliseffectively by using english video clips and photos to tenth grade students 0 THANH HOA EDUCATION AND TRAINING SERVICE TRAN PHU HIGH SCHOOl *** EXPERIENCE INITIATIVE THEME TEACHING ENGLISEFFECTIVELY BY USING ENGLISH VIDEO CLIPS AND PHOTOS TO TENTH GRADE STUDENTS Researcher Bui Thi Linh Foreign language Group Tran Phu High School THANH HOA , MARCH 2017 SangKienKinhNghiem net 1 Table of Contents Introduction 1 I Why use video in teaching English? 1 II Video and the teacher 2 III The[.]

THANH HOA EDUCATION AND TRAINING SERVICE

TRAN PHU HIGH SCHOOl

***

EXPERIENCE INITIATIVE

ENGLISH VIDEO CLIPS AND PHOTOS TO TENTH GRADE STUDENTS

Researcher : Bui Thi Linh

Foreign language Group

Tran Phu High School

THANH HOA , MARCH 2017

Table of Contents

Introduction 1

I Why use video in teaching English? 1

II Video and the teacher 2

III.The role of the learners 2

IV.Some strategies when using video Clips and photos in the classrom 3

1 Predicting: 3

2 Speaking practice: 3

3 Discussion: 4

V.Data Collection Method 4

VI.The Procedures of Data Collection 4

VII Studies 5

1 The result of the questionaires 5

a The teachers’ answers: 5

b The students’ answers: 7

2 Findings 8

b Students: 8

c Advantages of the video and photos: 9

d Challenges 9

VIII Implications of the study 9

1 The Teacher 9

2 The Students 10

IX Practical part 10

1 Introduction 10

2 Activities .11

X: Result after applying the research in teaching ………13

Conclusions 14

References 15

Video and photos are held as a supplementary material in the foreign language class It is used for different kinds of activities, mainly to practice the language skills, vocabulary, grammar and pronunciation Video introduces a topic; they serve as a discussion starter, as a kind of reading, listening or

pre-writing activity or as a kind of game, for example To prove the usage of video and photos in teaching English is the main aim of this study

The theoretical part of the study is going to explore the diversity of video and photos materials, their characterization and exploitation in such a class

The practical part is going to prove the theory on concrete examples The procedure of activities is described with a comment how it functioned in practice The reader will find copies of the learners’ concrete products attached The study is supposed to serve as an introduction to teaching English through video and provide practical ideas which an EFL teacher could use in the class The reader will be acquainted with both positive and negative aspects of video and photos activities in the class

I Why use video and photos in teaching English?

As technology develops, written materials tend to get ever less popular for learning foreign languages People seem to no longer find pleasure in reading books We need to apply the new technology to practical language learning problems to have motivating results

Following chart shows what effect us when we learn a foreign language:

10% of what we read

20% of what we hear 30% of what we see

50% of what we see and hear

(http://www.teachingenglish.org.uk/think/articles/video-young-learners) Therefore, we use video and song as a learning tool for following reasons:

Firstly, using video and photos in the English class is a very helpful and

stimulating method to motivate your students to get the most of the lesson It provides students with a more effective and relaxing way of learning English

70-90% of what we see, hear and do

Secondly, video and photos allow teachers to not only tell students what they

need to learn from a specific lesson, but illustrate examples to help develop

understanding

Thirdly, video and photos play an important part in teaching and learning a

foreign language, as it employs real-life situations with real-life expressions and

other particularities

Fourthly, video and photos are the great resource to use in class and there are

an endless number of ways to exploit it to create motivating, memorable classes

with a high level of language production

To sum up, video and photos serve for illustration, develop learners’

imagination, make the learning process more interesting and entertain at the

same time This created strong motivations for me to carry out my research into

“Teaching English Effectively by Using Video clips and photos to Tenth Grade

students of Tran Phu High School”.

II Video,photos and the teacher

Jack Lonergan makes a good comment about the role of the teacher:

“As in most language-teaching situasions, the role of the teacher is a key

one It is the teacher who must harness the power of the video films; it is the

teacher who has the prime responsibility for creating a successful learning

environment.”

(Lonergan, J 1984, p.5)

The techniques of video and photos can present material to learners in ways

quite beyond the normal resourses of the language teacher, but it is not meant to

overshadow him

In course development the teacher has the manegerial role as well as an

instructional role It is he who decides how much factual knowledge is really

needed, who must skillfully use the various techniques that modern technology

makes available to present interesting topics using video materials in such a way

as to maintain interest throughout the course The teacher also reveals his own

personality in the way he presents his ideas

It is clear that the teacher must be trained to be confident and competent: his

ability to code the information into language teaching mode This depends on

his own knowledge, intellectual skills and also on his own character

Technically the teacher must be properly and carefully trained in the technical

aspects of using video equipment, involving techniques such as stopping,

reversing, re-playing, speed-viewing, freeze-frame and the memory button The

teacher need to exchange ideas, experiment constantly

III.The role of the learners

The modern approach to teaching stresses that teacher should provide opportunities for learning Lonergan said that:

“Watching video films for language- learning purposes should be an active

process by the learners….; they must participate so that the output from the video is not just one-way, to an unresponsive audience.”

(Lonergan, J 1984,p6)

The learner must be familiar with the video equipment, and with the recorded video materials so that he can take responsibility for choosing sequences for review, for asking questions, for discussion and for self- assessment

The learner’s active participation in the lesson promotes his comprehension which in turn promotes acquisition, increases his motivation

IV Some strategies when using video and photos in the

classrom

There are some strategies that enhance the use of video and photos in classroom (Claudia Miclaus, Last Updated: 10/13/2011)

1 Predicting:

- With picture and audio on: Teachers use the pause control to stop a scene and have students predict what will happen next

- With audio off: The teachers might be to turn off the sound and ask students to make up a dialog from a scene they've just watched or ask them to predict the situation and characterization based on viewing an entire scene without the sound

- With picture off: Students have to predict the situation and characterizations by listening to the soundtrack without the picture

2 Speaking practice:

One of them could be role-playing, for example having students act out the dialogue and lines from the video and photos, stressing the correct intonation and pronunciation

Interviews is an another idea The teacher asks students to move around the classroom and interview one another using questions that can be found in the

video Then students can make a report to the whole classroom about those interviews

One another is information gaps The teacher divides the class in two Half of the class watches the video without sound, and the other listens to it without image Then the teacher can put students in pairs from each half, to have them discuss the situations and characters and perform the scenes in front of the class

3 Discussion:

The most classical type of activity is discussing before or after watching the video and photos There are plenty of topics for students, like those referring to the general plot, the feelings, actions, thoughts of the main characters in the scene One may also ask students to tell which character they like best and why,

or which they identify with and why, or to think about the things that the characters in the scene are thinking, but not saying out loud, and give reasons for the characters' attitude Students may create such inner monologues and then present them in front of the class, in order to discuss their ideas regarding the video and photos

V Data Collection Method

In an attempt to reach the aim mentioned in the first part, we have conducted a true experiment in my school for a year

This study was carried out at tenth grade students of Tran Phu High School The material for teaching English is English Tenth (2006) by Hoang Van Van, all by The Publishing House of Ministry of Education of Training

The participants involved in this study were 88 students of grade tenth (10A and 10D) at Tran Phu High School (Nga Son District)

VI The Procedures of Data Collection

This section presents the key procedures of the study

First, some critical steps of preparation were planned The procedures of data

collection were mapped out Having been approved by the Head of the Foreign Languages Group, arrangements and discussions with the students and the two

other teachers were made to ensure that the data collection was carried out

smoothly Then, the interview questionaires was designed All the materials

were gathered, revised and edited and then designed for each lesson

Next, the teacher directly taught the quasi-experimental class and the control

one from January to May For the experimental class, the teacher started

teaching Unit 8: My village; Unit 9; Undersea world, Unit 10: Conversation, Unit 11: National parks, Unit 12: Music and Unit 16 : Historical places with the help of videos and photos

Then, the interview questionaires were carried out to the teachers and the students during the first week of March Their answers were also colltected by

the teacher The results of the answers were kept for later analysis

All the data of the interview questionaires were gathered and analyzed The data analyses helped to fulfill other parts of the study.

VII Studies

The results of interview questionaires were run to compare The questionaires include many questions and we divided into two parts: one for

teachers and another for students (See appendix)

1 The result of the questionaires

a The teachers’ answers:

1 I think that using videoand photos in teaching raises my students

achievement.

2 Video and photos can bring fresh and timely information into the

classroom.

3 The length of the video and photos are from 5-8 minutes are enough.

4 I have tried to make an instructional video and photos in my classes.

5 I see that the number and quality of videos that ministry of education provide are enough to me as a teacher.

6 Video and photos could improve the students’ problem-solving skills

b The students’ answers:

1 I think that using video and photos in teaching enlarges our knowledge and improves our language.

2 I see that the video and photos are related to our lessons’ goals.

3 I prefer to participate in making videos and photos for our lessons.

4 Using videoand photos help us relax and more confident during the lesson.

5 Learning with video and photos help us to have good scores.

2 Findings

From above results, I found out that:

a Teachers:

Q4

Yes

No

Not sure

Q5

Yes

No

Not sure

Teachers are positive about the use of video and photos in the classroom because it stimulates classroom discussion Video and photos reinforce lectures and reading, help students to have a common base of knowledge The movement, the natural language and the story all combine to provide an enjoyable context for learning However, this learning requires great preparation from the teachers

b Students:

The main aims of using videos and photos during the English classes are to motivate and help students to understand this language Students who watched video were able to provide more complete and complex explainations The gaps

in knowledge base between boys and girls and between minority and majority students were smaller and closer Video and photos can help to improve the students’ problem-solving skills They can produce more sophisticated solutions Both teachers and students are eager to make video clips for their lessons in spite of spending so much time and preparation

c Advantages of the video and photos:

Video can illustrate how thing works It provides information in detail that text can not Video and photos can show real life examples and stimulate students’ discussions Students listen to the teacher attentively Students feel relax and more confident when learning with video Barners said that video could enhance problem- based learning ( Barners, 1997)

d Challenges

Beside all above advantages, there are also some challenges

There may be a lack of resources because the number and quality of videos that ministry of education provide are not enough for teachers.Teachers may lack equipment and required software Not all teachers have a camcorder and are good at technic

VIII Implications of the study

Every study should be applied to practice The results of the study showed that video and photos could be exploited as a supplementary method in teaching English to the tenth grade students at Tran Phu High School

Nonetheless, in order to fully exploit the approach, the following resources should be taken into account

1 The Teacher

The teacher should be wholeheartedly devoted to their job as he/she needs time, enthusiasm and efforts to design lessons in accordance with the teaching

context, especially choosing and making video For example, the teacher has to

spend a lot of time choosing and preparing suitable video for each lesson You can use programmes recorded from the TV in the country you’re in or you can use cartoons, soap operas or reality TV shows from the students’ country as they will be able to tell you all about the characters and you can exploit the natural information gap between you and them!

The use of Video is likely to create good opportunities for students to express their feeling freely This suggests that questions in this lesson should be designed in a way that creates opportunities for the students to express their minds frankly

The teachers need to have video ideas and prepare carefully before going to the classroom Each video only lasts from 5 to 8 minutes Some following topics may make the students atractive:

School events: music show, guest speakers, school plays and sports These

events would make great videos for a classroom

Student projects: Let students create videos as special projects or to

demonstrate their mastery of a concept, then post the video on the screen to show off the learning that’s going on in your classroom

Teaching videos: There are many educational videos available online, which

can be used to supplement lesson plans Add the videos to the blog so students can easily find them and watch them

2 The Students

The students' feelings, wishes, weaknesses and strengths should be exposed more frankly so that the teacher can adapt their teaching methodology