WORKSHOPS

Workshop 1: 

Title:     AN INTRODUCTION TO THE USE OF THE VCR

IN THE LANGUAGE CLASSROOM

By Mohammed Hassim, [email protected]

 Objectives of the workshop:

- to urge teachers to make use of the video in the classroom 

with some basic pedagogical and technical knowledge

- to introduce teachers to some general and basic principles 

and techniques concerning the VCR in language teaching

- to present some possible activities for video lessons

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 1) - Introduction:

 The following questions can serve as a springboard for an introductory discussion of the topic:

·  What is the rationale behind the use of the VCR in language teaching?

·  What are the differences between the VCR and other teaching aids 

(pictures, textbooks, audio-cassette recorder, newspapers, readers, etc.)?

The following quote can be used as a means to enrich the discussion:

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2) - Some general principles and techniques for the use of the VCR in FLT:

 2.1- Videos can generally be presented in 6 forms: (teachers can be urged 

to think of the possible pedagogical objectives of every technique)

i- with sound only  (sound on / vision off: only listening with the screen 

covered with a    cloth, a newspaper or  by using the test button at 

the back of the video if available)        

ii- without sound (sound off / vision on: silent viewing)

iii- right through from beginning to end (complete viewing: sound and vision on)

iv- in parts (jumbling sequences)

v- freeze-frame (motionless pictures: pause control)

vi- split viewing (jigsaw-viewing: some of the class listen without 

watching while the others listen and watch)

        2.2- Active viewing and the notion of viewing comprehension:

    Preparation for ‘viewing comprehension’ is not different from other lesson preparation (e.g. reading comprehension, listening comprehension, writing, etc.), but the viewing medium should be emphasised, as well as the motivational power that characterises video materials. 

    Viewing should not be introduced for its own sake, but it should be an active one through the presentation of tasks and activities that help learners understand, and guide their viewing and comprehension. So, to foster active viewing, three types of activities can be integrated in the lesson: pre-viewing activities, (while) viewing activities, and post-viewing activities.

       2.3- Selection: choosing a sequence for language teaching should take into  consideration:

              i- level: interest, flexibility, suitability of language and subject matter

ii- purpose:  active viewing, vocabulary, grammar, pronunciation, 

the four skills, cross-cultural concerns, testing, etc.

iii- sequence type: drama, documentaries, TV commercials, the news, ELT materials, 

       specialised material, off-air/self-recorded material

 iv- sequence length: a meaningful unit, flexibility  (the shorter, the better)

 “…long enough to convey meaningful content, yet short enough to allow 

classroom time for pre-viewing, viewing and post-viewing activities.”  

(Stoller, 1990:12)

     v- activity time: activities + number of viewings (teachers should make 

use of the video counter to specify different stops)

     vi- preparation: integrating pre-viewing / viewing / post-viewing activities 

into the lesson;  

Bouman (1990:9) suggests the following adapted five-stage lesson preparation:  

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3)- Activities: pre-viewing, viewing, post- viewing activities  

      TASK:

Below is a list of activities (not an exhaustive one) that can fit for the three 

types of activities. Teachers put the activities under the appropriate heading 

in the following table. Some activities are suitable for only one type, others 

may fit in more than one part of the table. In the latter case, teachers should 

give convincing arguments:

 -1- discussion of the video title -2- information gathering -3- setting the scene 

-4- discussion/debate -5- film summary reading -6- putting the scenes in 

chronological order -7- matching exercises -8- film interruptions -9- a list of characters 

-10- film summary writing -11- note-taking -12- prediction/guessing 

-13- alternative endings -14- setting a task for viewing -15- jigsaw viewing/listening

-16- setting comparison with native culture -17- pre-viewing questions 

-18- directed listening/viewing -19- true/false -20- using notes for writing practice

-21- brain-storming activities -22- role-plays/simulation games -23- freeze-frame 

-24- paragraph organisation -25- completion of clozed dialogues 

-26- comprehension check -27- dictionary/vocabulary work -28- blank-filling.

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References:

1-     Bouman, L., 1990,  “Veni, video, vici : video in language teaching,” Forum, Vol., 

N°2, April (USA)

2-  Cooper, R., Leavery, M., and Rinvolucri, 1991, Video, Oxford University Press, ( UK )

3-     Horner, D., 1993, “The sound of music: some pedagogic principles for using 

songs in class,”  Modern English Teacher, Vol.2, N° 3, July, Macmillan Publishers Ltd. (UK)

4-     Lonergan, J., 1984, Video in language teaching, Cambridge University Press, ( UK ) 

5-     Murphey, T., 1992, Music and song, Oxford University Press

6-     Pedagogical guidelines, 1996, Recommandations pédagogiques et programmes 

de l’anglais dans l’enseignement secondaire, Ministère de l’éducation nationale, 

Imprimerie les éditions Maghrébines, Casablanca (Morocco)

7-     Stempleski, S., and Tomalin, B., 1990, Video in action, Prentice Hall International 

Group, ( UK )

8-     Stoller, F.L., 1990, “Films and videotapes in the content-based ESL/EFL classroom,” 

Forum, Vol. 28, N° 4, October (USA)

9-     Tomalin, B., 1990, Video in the English class, BBC English (UK)

10- Walton, P., 1988, BBC video courses 1988, BBC English (UK)