Video and sound effects

Using original video

and

sound effects

to teach English

Go to my Blog

https://mrgirgis.blogspot.com/

Mr. / Girgis

Click here to go to : Abouna Fanous Site.

موقع عمى أبونا فانوس الأنبا بولا

E-mail 1 : girgishannaharoun@yahoo.co.uk

E-mail 2 : girgishanna027@gmail.com

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:

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Girl Laughing Hysterically Stock Photo ...

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

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.

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.

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

until they had listened to the whole video.

Then I played the video again while they

checked their notes.

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 thevideo, 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.

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:

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 playa 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.