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Click here to go to : Abouna Fanous Site.



موقع عمى أبونا فانوس الأنبا بولا



email-logo – Jenny Brook Bluegrass


girgishannaharoun@yahoo.co.uk



اضغط هنا لتصل الى فيديوهات موقع ابونا فانوس و تنال بركته




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"So do not fear, for I am with you; do

not be dismayed, for I am your God. I

 will strengthen you and help you; I

will uphold you with my righteous

right hand."                        Isaiah 41:10


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Humor:



51. The Laughing Lady |


Teacher: You aren’t paying attention to me. Are you having trouble hearing?

Pupil: No, teacher I’m having trouble listening!

Dear visitor,


Use the language selector above to go through my whole site using any native language you speak,


then you can enjoy my YouTube channel.

اختاراي لغة من لغات العالم /  اللغة التى تريد تصفح موقعى باستخدامها . استخدم المؤشر

الذى فى الاعلى

I register a  video presentation in my YouTube channel for each page of my site.

Next,use the other world site selector above to go to the search engine site or the social media site you like.

My YouTube Channel:

منهج الانجليزى ثانوية عامة / و شكل و طريقة امتحا ن نظام التعليم الجديد  والتصحيح الكترونيا



Using original video and sound effects


to teach


English





Mr. / Girgis





Creative methods VS mechanical


ones:


In my experience, teaching language skills through mechanical exercises and traditional fill-in-the-blank, true/ false, and multiple-choice assessments does not interest students as much as we expect.



  When I go creative, especially when teaching grammar, in a way students do not expect, I can clearly see the difference.  Here is a wonderful method of teaching English.


 


 



Example of a grammar lesson:


I suggest a motivating way to teach grammar with audiovisual techniques, with an example of a lesson on teaching modals of speculation that express degrees of certainty (e.g., may, might, could, couldn’t).



I produced a video to create a speculative context. I first asked someone to videotape me doing actions that generated different sounds while I was getting ready to leave the house for work.  



These scenes included:

• brushing my teeth with an electric toothbrush

• blow drying my hair
• ironing my clothes with steam
• using a whistling kettle to boil water
• pouring water into a cup
• toasting a piece of bread in the toaster
• leaving the tap dripping
• spraying air freshener
• leaving my cell phone ringing
• locking the door
• waiting for and entering an elevator
• turning on the ignition of the car.


 


ESL plays for children – Teaching English Games


ESL plays for children – Teaching English Games



Setting up the video lesson:


Harmer (2007, 310) suggests a variety of viewing techniques when using films and videos in listening activities, including:



• Silent viewing (playing the video without the sound)
• Freeze framing (freezing the picture and asking the students what they think will happen next)
• Partial viewing (covering most of the screen with a piece of paper)
• Picture or speech (half the class watches the video while the other half faces away).
• Subtitled films (students see and hear the English language)
• Picture-less listening (listening to the audio before watching the video).  To awaken students’ curiosity, I made use of picture-less technique and had my students listen to the sound of the video first.



To focus on modals of speculation, students listen and guess the origin of the sounds they hear in the video. This arouses their curiosity and invites them to speculate.  I wanted to create a speculating environment.


 


3,001 Blue School Uniform Stock Photos, Pictures & Royalty-Free Images -  iStock




Teaching the video lesson:


I played the first scene and asked them to guess what the sound was. Then I continued, pausing at the end of each scene for about 15 seconds to allow them to make notes. I repeated this same process until they had listened to the whole video. Then I played the video again while they checked their notes.



Next, students formed pairs and took three minutes to discuss their notes with their partner. Students enjoyed discussing their very different ideas about the origin of the sounds they had heard.By asking questions, I encouraged them to use the appropriate grammatical structures.



For instance, when I played the part where I was blow drying my hair, I asked, “What could it be? Could it be a vacuum cleaner?” One student said, “Yes, it might be a vacuum cleaner,” whereas another one said, “No, it can’t be a vacuum cleaner.”



 When they were not able to use the structure, I prompted them to use the modal construction by asking tag questions, such as “It can’t be a vacuum cleaner, can it?” In order to respond to my question, students had to use the teaching point.



I elicited their answers—for example, “It might be a vacuum cleaner” or “It can’t be a washing machine”—and wrote them on the board. Then I underlined the “modal + verb to be” with another color to help them notice the new structure.



I continued the process about the origin of all the sounds in the
video, and I produced a list of their speculations on the board where the new structure and the modals were underlined and highlighted.



Then I removed the newspaper from the TV screen and let them watch the entire video. This was the most interesting part of the lesson because the students had a lot of fun, laughing at some of their speculations.



 


alphabet mini-mats Archives - The Secret Stories



Teaching grammar:



The same video can be used to teach different

grammar points, such as present and past simple,

present and past progressive, future simple, and

“going to + infinitive” without to, all by using the

technique of freeze framing. In order to teach

grammar, you need to play the video, freeze

 framing the picture after each scene,

and then ask questions.



For instance, freeze frame the picture and ask your

students questions like, “What is s/he doing?”

 “What did s/he do?” “What was s/he doing?”

 “What is s/he going to do next?” or “What will

happen next?” In this way students will be

 prompted to use the teaching point.



Once you elicit their answers, write them on the

board and highlight the structure (e.g., “to be + ing”

form of the verb for present progressive, or “will +

infinitive” without to for future simple). Since the

video consists of a sequence of action, adverbs

 like first, second, finally, before, and later can

also be introduced to and practiced with students.


 



Teaching vocabulary:



The same video that I used with my students can be used to teach vocabulary items on home and kitchen appliances by recording sounds and having students guess the origin. Being careful to respect people’s privacy, you can also take the camera around the school, or even outside the school, and record a variety of interesting sounds.



For instance, you can record the sound of students playing at recess, the period between classes, or sounds in the lunchroom and then play the video for your students and have them guess the source of the sound.



Or you can record the sounds in a busy coffee shop, a nearby underground station, or a noisy shopping center and play
a guessing game with students.


 



Teaching writing:


The same video that I used in my class can be used as a visual prompt for writing assignments at different levels of English. As George (2002, 12) points out, “Our students have a much richer imagination for what we might accomplish with the visual than our journals have yet to address.”



To use videos in the writing class, you can show the video to your students using the picture-less listening technique and ask them to write a story based on the sounds they hear in the video.


 



Conclusion



Finding appropriate teaching materials is not that hard, as our everyday life serves as a perfect resource for creating effective lessons and activities.



An effective lesson does not necessarily require expensive and high-tech materials; oftentimes, breaking the routines will excite students, engage them in the lesson, and teach them the real use of language in context.

 


  • View Other Resources




 1-Technology for teaching.  



2-Teaching Methods of Jesus.




Internal links:



1-Classroom rules.




2-Disruptive learners.




3-Classroom discipline.





4-Students' behavior





5-Teaching diverse and multi-cultured




External Links:




1- English and Urban Slang online.




2-Positive Reinforcement


 English Teaching Forum 2004,



Volume 42, Issue 1



1-MA KINGS ENS EOF WORDS





2-The Communicative Approach:




3-Reflective Portfolio




4-English Magazines



5-Authentic Video in the Beginning ESOL




6-Film for Listening and Speaking




7-Sexist Language Persists




8-Teacher Resources




9-Abstracts from Other Journals




10-The Lighter Side




11-The Lighter Side (answers)




12-A Postcard from America



13-An Integrated Skills Lesson Plan



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